People and the Planet: Lessons for a Sustainable Future. INSTITUTION Zero Population Growth, Inc., Washington, D.C

Home , Famous Friends, Pollution, Sustainable development, Zero population growth

DOCUMENT RESUME

ED 409 188 SE 060 352

AUTHOR Wasserman, Pamela, Ed. TITLE People and the Planet: Lessons for a Sustainable Future. INSTITUTION Zero Population Growth, Inc., Washington, D.C. REPORT NO ISBN-0-945219-12-1 PUB DATE 96 NOTE 210p. AVAILABLE FROM Zero Population Growth, Inc., 1400 16th Street N.W., Suite 320, Washington, DC 20036, e-mail: [email protected] PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Conservation (Environment); Elementary Secondary Education; *Environmental Education; Natural Resources; Pollution; Population Trends; Sustainable Development; Teaching Guides IDENTIFIERS *Environmental Action; Environmental Awareness

ABSTRACT This activity guide is designed to develop students' understanding of the interdependence of people and the environment as well as the interdependence connecting members of the global family. It is both an environmental education curriculum and a global studies resource suitable for middle school science, social studies, math, language arts, and family life education classrooms. The readings and activities contained in this book are designed to broaden students' knowledge of trends and connections among population change, natural resource use, global economics, gender equity, and community health. This knowledge combined with the critical thinking skills developed in each activity will help students explore their roles as global citizens and environmental stewards. The book is divided into four parts: (1) Understanding Population Dynamics;(2) People, Resources, and the Environment; (3) Issues for the Global Family; and (4) You and Your Community. Also included is a list of activities grouped by themes including air/water pollution and climate change, carrying capacity, environmental and social ethics, family size decisions, future studies, land use issues, natural resource use, population dynamics and trends, resource distribution/inequities, solid waste management, and sustainability. The appendices contain sources for further research and population education materials. (JRH)

******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL 00 HAS BEEN RANTED BY 00

ON crO

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATION Office of Educahonal Research and Improvement UCATIONAL RESOURCES INFORMATION CENTER (ERIC) current has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.

BEST COPY AVAILABLE People av-%4 tke PL NET:

LessopNc rov a SvstaipNabLe fv-tvve

Edited by Pamela Wasserman Oft Zero Population Growth, Inc. Washington, DC

0 Printed on Recycled Paper with Soy Inks

3 Published by Zero Population Growth, Inc. 1400 16th Street, N.W., Suite 320 Washington, DC 20036 (202) 332-2200

Printed in the United States of America by DeLancey Printing Alexandria, VA

Library of Congress Cataloging-in-Publication Data People and the planet : lessons for a sustainable future / edited by Pamela Wasserman p. cm. Includes bibliographical references. ISBN 0-945219-12-1 1. Environmental sciencesStudy and teachingActivity programs. 2. Environmental sciencesSocial aspectsStudy and teachingActivity programs. 3. PopulationEnvironmental aspectsStudy and teachingActivity programs. 4. Conservation of natural resourcesStudy and teachingActivity programs. I. Wasserman, Pamela, 1965- GE77.P46 1996 363.70071dc21 96-36911 CIP

ISBN# 0-945219-12-1

Copyright©1996, Zero Population Growth, Inc. All rights reserved. The activities and worksheets in this book may be reproduced for academic purposes only and not for resale. Academic purposes refer to limited use within classroom and teaching settings only. Permission requests to reprint any portion of this book for other publications must be addressed to: ZPG Population Education Program, 1400 16th Street, N.W., Suite 320, Washington, DC 20036; Fax: (202) 332-2302; e-mail: [email protected]

Project Manager and Editor: Pamela Wasserman, Director of Population Education

Project Staff: Susan Bryant, Population Education Associate Anne Scullard, Teacher Training Coordinator Dimple Abichandani, Population Education Assistant Elizabeth Tyler Crone, Population Education Intern Gregory Rolland, Population Education Intern

Design and Typography: Raue & Associates, Alexandria, VA Design by Katie Lariders, Raue & Associates

Special thanks to the following reviewers for their suggestions and for lending their many years of teaching expertise to the development of this book.

Courtney Adams Lincoln Middle School, Washington, DC

Luann Bridle Hanes Middle School, Winston-Salem, NC

Peter Fallaw Northern High School, Owings, MD

Elaine Gorman Roosevelt Junior High School, Modesto, CA

Sheila Jones Wake Soil and Water Conservation District, Raleigh, NC

Lorna Kraemer Director, T.R.E.E. Center, Tucson, AZ

Eugene Kutscher Science Chair, Roslyn Schools, NY

Diana Lawton Zia Middle School, Las Cruces, NM

Martha Monroe Resource Center Director, GreenCOM, Washington, DC

Dr. William C. Ritz Director of Science Education, California State University, Long Beach, CA

Don Wilber Retired principal and teacher, Carlsbad, CA

People and the Planet was made possible by the generous support of the Fred H. Bixby Foundation, Geraldine R. Dodge Foundation, Fred Gellert Foundation, William and Flora Hewlett Foundation, The Huber Foundation, Harris and Eliza Kempner Fund, The Martin Foundation, and the David and Lucile Packard Foundation.

Teachers' Guide to People and the Planet ix

I. Understanding Population Dynamics 1 Student Reading: "You're One in Six Billion!" 3

Activities: 1. The More the Merrier? 8 Discussing the pros and cons of population density: 2. Measuring a Million 11 Deciphering the meaning of millions and billions through cooperative learning. 3. Seeing Double 18 Visualizing exponential growth with fruit flies. 4. The Stork and the Grim Reaper 22 Making connections between birth rates, death rates and population growth. 5. On the Double 25 Calculating doubling times for different countries' populations. 6. Power of the Pyramids 29 Creating and analyzing graphs that portray a country's demographic profile. 7. Stage Stepping 38 Simulating family growth over several generations. 8. Family Perspective 42 Surveying family size trends and how people make their family-size decisions. 9. Cougar Hunt 47 Finding the carrying capacity of a group of student "cougars." 10. World Real Estate 51 Figuring your "fair share" of Mother Earth.

II. People, Resources and the Environment 57 Student Reading: "The Balance of Nature" 59

Activities: 11. Everything Is Connected 64 Concept mapping to link population, environment and society. 12. A World of Difference 67 Discovering the importance of biodiversity and how we are threatening it. 13. Timber! 74 Observing what happens when the demand for wood outstrips the supply. 14. Water, Water, Everywhere 77 Examining our direct and indirect uses of this precious resource. 15. Transportation Tally 83 Calculating the use and impacts of cars in America. 16. If Money Won't Buy It 94 Determining impacts of energy use and making personal choices.

©1996 Zero Population Growth 7 People and the Planet v 17. Treasures Underground 100 Matching minerals to their everyday products and "mining" for chocolate chips. 18. Stash the Trash 103 Creating a miniature sanitary landfill in a jar. 19. Market Research 108 Reducing solid waste in our shopping choices. 20. Waste Not, Want Not 112 Finding creative ways to reuse "throwaway" items. 21. Eco-Ethics 115 Testing your own environmental ethics in this game of dilemmas.

III. Issues for the Global Family 121

StudentReading:"Global Family Ties" 123

Activities: 22. Food for Thought 128 Simulating global population and resource distribution. 23. The Hunger Banquet 139 Dining on a meal determined by your assigned global status. 24. For the Common Good 144 Thwing to find a communal strategy to use resources sustainably. 25. People on the Move 148 Exploring reasons why so many global citizens migrate from their homelands. 26. Educating Wanjiku 152 Finding out why the status of girls is an issue for the global community.

IV. You and Your Community 159 Student Reading: "Your Place on the Planet" 161

Activities: 27. Growing Pains in Texas Hill Country 164 Taking part in a local growth debate and city council simulation. 28. In Search of Sustainable Life 172 Determining the indicators for evaluating your community's quality of life. 29. Take a Stand 175 Presenting opposing views on issues of population and the environment. 30. Looking to the Future 177 Envisioning life in the future for people and the planet.

Appendices Glossary 181 Sources for Further Research 183

ZPGPopulation Education Materials 187

Welcome to People and the Planet: Lessons for a Sustainable Future, an activity guide that develops students' understanding of the interdependence of people and the environment, as well as the interdependence connecting us with other members of our global family. This interdisciplinary resource is both an environmental education curriculum and a global studies resource suitable for the middle school science, social studies, math, language arts and family life education classroom.

What's So Important About People and the Planet? As of this printing, the planet is home to nearly six billion people and counting. This is twice the population of 1960. The recent and rapid growth in the size of our global family is intricately linked to many of the environmental and social trends of our present society: strains on our natural resources, diminishing open space for wildlife habitat and recreation; polluted air and water; climate change; unprecedented worldwide communication and trade; an increase of people living in poverty; and great migrations of people within and between countries.

In response to these trends, people are asking themselves, "What do we want our future to be like?" "What do we want our communities to look like?" and "How do we provide for the best quality of life for present and future generations?" At the core of these questions is the concept of sustainabilityproviding for people's present needs while not compromising the ability of future generations to meet their needs. Helping humankind to thrive in the 21st century requires that we recognize the importance of living in balance with our physical environment and treating each other with dignity and equity.

Today's students will be tomorrow's leaders, parents and professionals. Their decisions as young people and adults form the environmental and social trends that shape our society. The readings and activities in People and the Planet are designed to broaden their knowledge of trends and connections between population change, natural resource use, global economics, gender equity and community health. This knowledge, combined with the critical thinking skills developed in each activity, will help students explore their roles as global citizens and environmental stewards.

How to Use this Book People and the Planet was designed with a number of teaching options in mind. It can be used as an entire curriculum on human communities and the environment, or specific activities can be used on their own. Activities and readings can be used in a single discipline or team taught with colleagues in other subject areas.

Subject Areas: All of the activities in People and the Planet are interdisciplinary, drawing on skills for science, social studies, math, language arts and family life education. A few even develop skills in the visual and dramatic arts. The matrix on page xiii lists which activities are applicable for each subject area. Subjects are also listed on the first pageof each activity in a colored box. The activities are appropriate for both formal and nonformal environmental studies.

People and the Planet ix ©1996 Zero Population Growth 10 Grade Level: While the activities are designed for students in middle school, they can be easily adapted for use with younger and older students. Given that students work at different levels within each grade designation, People andthe Planet is recommended for teachers of grades 5-10, depending on the student group. Additionally, the concepts and hands-on teaching methods may be useful in adult education classes including English for Speakersof Other Languages (ESOL).

Teaching Techniques: Because educators employ different styles and techniques to help students absorb the information, the activities in People and the Planet include a variety of teaching strategies. All of the activities are hands-on and thought- provoking. Many of them will provide memorable learning experiences that your students will talk about for weeks after participating in the activities. The methods employed in the 30 activities include role-playing simulations, science labs, graph/chart creation and analysis, concept mapping, word problem solving, library research, event planning, debate and reading comprehension. The colored box on the first page of each activity explains the teaching methods that are used.

Student Readings: Each of the book's four parts begins with a student reading. This reading provides an overview of the topics covered in the activities that follow. They alsoinclude relevant charts and illustrations. These readings are to be photocopied and distributed to each student. Depending on the students' reading proficiency, you may wish to assign these articles for independent reading, have students take turns reading aloud paragraphs during class, or paraphrase the material for your students. While the readings are written with middle school students in mind, they also provide background information for the teachers that can be incorporated into the intro- ductions of various activities. As a measure of reading comprehension, each reading concludes with questions for the students. A glossary of new and difficult words is also listed for students.

Organization: People and the Planet is divided into four parts. Part 1 (Understanding Population Dynamics) introduces students to the history of world population, how populations grow, exponential growth, demographic profiles of different countries, and the role of individual decision making in determining population growth rates. Part 2 (People, Resources and the Environment) explores the relationship between population and resource consumption trends, and the collective impact these trends have on the health of different ecosystems. Topics covered in Part 2 activities include loss of biodiversity; the use of land, water, energy, forests and minerals; cars and their environmental impacts; waste management; and personal environmental ethics. Part 3 (Issues for the Global Family) explores the connections between population growth, social justice and people's quality of life worldwide. Issues addressed include distribution of wealth, hunger, gender equity and international migration. Finally, Part 4 (You and Your Community) brings all of these issues back home to the local level. Activities spur discussion on planning for sustainable communities and envisioning a futurefor people and the planet.

Activities Grouped by Themes: For guidance on groups of activities within People and the Planet that can be combined for thematic learning, such as units on natural resource use or population dynamics, refer to suggested "Activities Grouped by Theme" on page xii.

.1 x People and the Planet ,01996 Zero Population Growth Outcome-based Objectives: Each activity clearly outlines 1-5 measurable objectives for the students. These might include defining terms; creating graphs and concept maps; writing essays, letters, poems and resolutions; solving word problems; recording observations; and conducting surveys. All of the activities include discussion questions to stimulate critical thinking and assess students' understanding of the activity concepts.

Materials: All of the needed materials are listed in the colored bar on the first page of each activity. Most of the items listed are common classroom and household materials. Wherever "Student Worksheet" is listed under "Materials," a master of the worksheet is provided within the activity and should be photocopied for each student.

Additional Resources: People and the Planet is a thematic curriculum, exploring connections between people and the environment in its largest context. For more in-depth background information and teaching materials on some of the specific topics addressed, refer to the list of organizations at the end of the book. A few of the activities also recommend supplemental materials to enhance the lessons.

ZPG: Over Two Decades of Educational Programs We hope that you and your students enjoy using People and the Planet. Since 1975, ZPG's Population Education Program has developed quality teaching materials for the K-12 classroom and has offered teacher training sessions for conferences, staff development and preservice methods classes. For a catalog of our teaching materials, free subscriptions to teacher and student newsletters, free fact sheets and teacher training schedules, please contact: ZPG Population Education Program, 1400 16th Street, N.W., Suite 320, Washington, DC 20036; (202) 332-2200 or 1-800-POP-1956. Visit our site on the World Wide Web: http://www.zpg.org. We welcome your questions, comments and suggestions.

Air/Water Pollution and Climate Change Natural Resource Use If Money Won't Buy It... For the Common Good Transportation Tally If Money Won't Buy It... Water, Water, Everywhere Timber! Transportation Tally Carrying Capacity Treasures Underground Cougar Hunt Water, Water, Everywhere The More the Merrier? A World of Difference The Stork and the Grim Reaper World Real Estate Population Dynamics and Trends Family Perspective Environmental and Social Ethics Measuring a Million Eco-Ethics The More the Merrier? Educating Wanjiku On the Double Food for Thought Power of the Pyramids For the Common Good Seeing Double The Hunger Banquet The Stork and the Grim Reaper Take a Stand Stage Stepping

Family Size Decisions Resource Distribution/Inequities Family Perspective Food for Thought Stage Stepping For the Common Good The Hunger Banquet Future Studies People on the Move Everything Is Connected Solid Waste Management In Search of Sustainable Life Looking to the Future Market Research Stash the Trash Land Use Issues Waste Not, Want Not Growing Pains in Texas Hill Country Sustainability Stash the Trash Treasures Underground For the Common Good A World of Difference Growing Pains in Texas Hill Country World Real Estate In Search of Sustainable Life

13 xii People and the Planet ©1996 Zero Population Growth ACTIVITIES DESCRIPTION SUMMARY OF ACTIVITIES SUBJECTS SKILLS 1. The More the Merrier? activityStudents and demonstrate then discuss the the effects pros andof crowding cons of population in a "jumping density. jack" ScienceMathSocial Studies referencecriticalObserving, thinking, materials brainstorming, using 2. Measuring a Million calculateThrough riddles and visualize and a cooperative millions and learning billions math of thingsassignment, and people. students ScienceMath volumes,measuringCalculating, averaging, lengths/areas/ estimating, 3. Seeing Double understandingRiddles and a laboratoryof exponential activity growth using patterns. fruit flies reinforce students' ScienceMath multiplying,Problemusing the solving, metric counting, system 4. The Stork and Grimthe Reaper studentsIn a short observe demonstration how populations using colored grow water when and birth measuring rates cups, ScienceSocial Studies thinking,Observing,observing calculating critical 5. On the Double doublingStudentsexceed death timesuse rates.math for theformulas populations to calculate of different the growth countries. rates and ScienceMath andCalculatingwith doublingfractions percentages times 6. Power of the Pyramids differencesStudents construct in age and and gender interpret distribution population among pyramids several and differentdiscuss SocialMath Studies graphing,Calculating analyzing percentages, 7. Stage Stepping comparingStudentscountries. simulate a two-child several and generations three-child averageof a family's family growth, size. SocialMathScience Studies lookingSimulatingand interpreting for patterns,models, data 8. Family Perspective Students survey family-size trends over the past three generations MathFamily Life Ed. Calculatinggraph,constructing critiquing averages a bar models and 14 sometimesand participate determines in a brief family-size simulation decisions. illustrating how gender ScienceSocialFamily Studies Life Ed. identifyinggraphing,numbers,probability, gathering criticaltrends rounding thinking, data, 15 ACTIVITIES SUMMARYDESCRIPTION OF ACTIVITIES SUBJECTS SKILLS 9. Cougar Hunt enoughasStudents predatory food explore toanimals stay the alive. conceptin a finite of areacarrying and attemptcapacity to when accumulate they act SocialMathScience Studies rolecauseObserving, playing, and effect, understanding using adding, metric 10. World Real Estate representingStudents observe the Earth, a demonstration and determine of approximately world land use how with much an apple of the MathScience percentages,systemEstimating, dividing, calculating 11. Everything Is Connected humanByEarth's creating surfacesociety a conceptis and land the used map, natural to students grow environment food identify crops toareways support interdependent. that themany population. factors in SocialScience Studies workingexplainingDrawinggraphing, inconnections,critical causecooperative thinkingand effect, 12. A World of Difference andstudentsThrough the impact alearn simple what human simulation is meant population with by "biodiversity,"dry growth beans andcan follow-up havewhy onit is it. discussion,important SocialMathScience Studies thinking,analyzingObserving,groups, concept researching,data, counting, critical mapping 13. Timber! theobserveIn this supply. role-playing what happens simulation to a forest using when popsicle the demand sticks, for students wood exceeds ArtSocialScienceMath Studies workingAdding,groups,visual subtracting,inarts interpreting cooperative 14. Water, Water, Everywhere waterStudents and observe then calculate a brief howdemonstration much water on they the distributionuse on a daily of basis.the world's MathScienceFamilyLanguage Life Arts Ed. measuring,calculating,Estimating,data, poetry observing, graphing,metricwriting 0 15. Transportation Tally impactsStudents associated assess the withnatural our resource population's use, drivingpollution habits and communitythrough a SocialMath Studies problems,Analyzingresearching, brainstorming,data, writing identifying -00 transportationseries of math wordchallenges problems, of the and future. develop suggestions to meet the Science measureconvertingcalculatingcomparingmultiplying, numbers,unitsgrowth dividing, of rates, 16. If MoneyACTIVITIES Won't Buy It... AsenergySUMMARYDESCRIPTION an exercise use and in lifestylecritical thinking,choices OF whenstudents theyACTIVITIES setcan priorities only spend for atheir ScienceMathSUBJECTS interpretingAdding,SKILLS subtracting, data, problem 17. Treasures Studentslimited amount investigate of "natural the mineral resource content units." of everyday items in a ScienceSocial studies Drawingcriticalsolving, thinking decisionconnections, making, 18. Stash the Trash Underground Studentsandmatching a chocolate constructactivity chip and a cookie. miniaturesimulate mineralsanitary extraction landfill and using identify a toothpick the ScienceMathSocial Studies Collectingbrainstormingusing fine andmotor analyzing skills, thisadvantages method. and disadvantages of disposing of solid waste by Math observing,storming,causedata, understanding and preparingcalculating,effect, brain- a lab 19. Market Research principlesdecisionsprinciplesStudents of visitinsupplycan grocery thebe andputsupermarket shopping. todemand. use in makingThereafter an they environmentally introduction determine to how the sound these MathScienceSocial Studies effect,understandinginterpretingCollecting researching and data, cause and 20. Waste Not, Want Not turnsStudents trash find into ways school to supplies reuse household and in the itemsplanning in anof aactivity no-waste that party. LanguageSocialScience Studies Arts creativebrainstorming,Critical thinking, writing , 21. Eco-Ethics Whilepossibleown considering values actions and various theybeliefs might dilemmas related take tothat presented, environmental have an studentsimpact issues, on examine the and environment. evaluate their LanguageSocialScience Studies Arts valuescriticalDecision clarification thinking, making, writing, 22. Food for Thought theamongStudents inequitable the participate different distribution world in a ofglobal regions. population, simulation wealth game and that resource illustrates use MathScienceSocial Studies demographicing,Interpreting drawing data, andconnections role analyzing play- 23. The Hunger Banquet inStudents the global participate distribution in a ofluncheon-game food and wealth. that simulates inequities FamilySocial Studies Life Ed. planning,bargaining,Communication,resolution, writing conflict strategic 19 ACTIVITIES24. For the SUMMARYDESCRIPTIONIn a simulation game, students OF desiring ACTIVITIES to draw renewable resources SocialSUBJECTS Studies FindingSKILLS cooperative 25. People on the Move Common Good themStudentsthatfrom will to a identify preserve participatecommon some a poollong-term in ofa determine briefthe reasons supplysimulation short-term thatof the andencourage resource. discussionconsumption people that strategiesto help migrate SocialLanguageScience Studies Arts thinking,Observing,directionsstrategies, inductive following critical 26. Educating Wanjiku Studentsfrom one readplace a toshort another. story about the education of girls in Kenya, Social Studies Criticalsolvingexperiences,reasoning, thinking, problemsharing 27. Growing Pains in Texas Hill Country onStudentsaboutand communities then the examineanswerstatus of whencomprehension thewomen impact they and read of girls population anand articlein critical developing about growth thinking local countries. and questionsgrowth urban sprawl in a SocialLanguage Studies Arts reading,Criticalinterpreting thinking,writing,brainstorming, graphs 28. In Search of Sustainable Life studentsThroughTexasresolutions community, developclass tobrainstorming encourage an role index play of orin whatand discouragea city a they cooperative council consider further debate, learning to growth. be and the draftactivity, ten most ScienceSocialDramatic Studies Arts Valuescommunication,role playingclarification, important indicators of a healthy community. problemcriticalvisualization,making,brainstorming, thinking, solving, prioritizing, decision writing ni 29. Take a Stand theirtoStudents population classmates articulate and in the thistheir environment, informal thoughts debate. about and considerthe ethical the issues opinions related of FamilyLanguageScienceSocial StudiesLife Arts Ed. discussioncommunication,Values clarification, 20 0 -c,0 30. Looking to the Future givenfromIn creating current now, studentsarealities, futuristic thinkhopes news about and telecast dreams. what and their a letterfuture to might a friend look 50 like, years FamilyLanguageSocialScience StudiesLife Arts Ed. visualizationcreativeSummarizing writing, articles,

You're One n Six ffl K ,na

We've all heard the expression, "You're one in a million!" With the ever-growing number of people on the planet, it might be more accurate to say, "You're one in six billion!" As humans, we are all part of a giant global family made up of people from all over the world. Although we may look, act and dress differently, each person shares the same basic needs and hopes for the future. When the population of our global family grows, it becomes more difficult for our home (planet Earth) to meet everyone's needs and wants.

Think of your own home and family. What if your family continued to grow but remained in the same house or apartment? What sort of things might change in the way you live? What are some things you would need more of in your home? For starters, you would need more food, beds, clothes and energy to heat water for showers and power all of the appliances that would be used more often. You would also need more cooperation because each person would have less privacy and personal space.

If your family grew, you might decide to build on to your house or move to a bigger house or apartment. When the global family grows, there is no bigger planet on which to move. Earth is the only planet where humans can live and it is a finite system. We can never increase the number of oceans or mountains on Earth. None of the minerals or oil buried in the Earth can be resupplied. And there is only so much fertile soil in which to grow the world's food supply.

We must take care of Earth, because it will always be our home. But our global family grows every day. In the time it takes you to blink your eyes, three more people have been added to the family. That works out to 184 more people every minute, 11,083 every hour, 265,000 every day and over 90 million every year! In fact, our family has nearly six billion (6,000,000,000) people now!

Oh! How We've Grown How did our global family become so large? For most of human history, the population grew very slowly because people didn't live as long as they do today. Our earliest ancestors relied on hunting and gathering their food to survive. Only a finite number of people could be supported on the wildlife in an area for a limited amount of time. Then, just 12,000 years ago, several cultures shifted from hunting and gathering to farming. Humans became the first and only species ever to control its own food supply. Civilizations grew and so did the human population.

©1996 Zero Population Growth People and the Planet 3 23 Until recently, birth rates and death rates were about thesame, keeping the population stable. People had many children, buta vast number of them died before age five. Without modern medicine, vaccines and clean, healthy living conditions, many children did not survive common diseases like measles or the flu.

These trends in child deaths began to change with the coming of the Industrial Revolution, a period of history in Europe and North America when there were great advances in science and technology. Beginning in the late 1700s, this revolution saw the creation of the steam engine and the use of electricity. During this period' there were also many inventions that promoted longer life. These included improvements in farming, nutrition, medicine and sanitation. Now, people were able to fight once-deadly germs, produce more and different kinds of food and cure more illnesses. Before long, thesenew discoveries and inventions spread throughout the world, lowering death rates and improving people's quality of life.

Now you might be wondering what happened to the birth rates while the death rates were WORLD POPULATION GROWTH coming down. In Europe and North America, 10 1000 AD - 2020 AD* the Industrial Revolution eventually led to 9 people having fewer children because more 8 people were now moving to the cities. New 7 farm machinery, such as the cotton gin and 6 Billion -1998 6 wheat thresher, allowed more crops to be 5 Billion -1987 5 harvested in less time with fewer laborers. 4 Billion - 1975 4 At the same time, industrialization created 3 Billion - 1960 3 more jobs for people in factories and offices 2 Billion -1930 2 in the growing urban centers. But in most of 1 Billion -1810 the world, which was less industrialized, large Prolected families were still needed to help farm the 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000 land and so birth rates stayed higher than Year death rates. The world population began to grow significantly. By 1930, the world population reached two billion. Just 30 years later, in 1960, the world population hit three billion. The population soared to four billion by 1975, topped five billion in 1987, and will reach six billion in 1998. Asyou can see, in the scope of human history, this "population explosion" has been fairly recent. Over the past 300 years, the world's population has grown exponentially, doubling at an ever-faster rate.

Different populations grow at different rates around the world. This depends on how many children families tend to have and the life expectancy (number of years someone is expected to live) of people in different places. The populations of many countries in Asia, Africa and

4 People and the Planet 24 ©1996 Zero Population Growth Latin America are growing the fastest, especially where large families are still important to parents who need more children to help with family farms and provide for them in their old age. These poorer, less developed countries tend to have lower life expectancies and higher infant mortality rates (rates of infant deaths). When couples know some of their children may not survive to adulthood, they often choose to have more. In many cases, couples wish to limit their family size, but lack the information and means to make these choices.

While more developed countries tend to have slower rates of population growth, some still grow steadily. The United States, for example, is the third most populated country in the world, and grows by nearly three million people each year. That's like adding another Chicago to the nation's population every year!

Those of us who live in small towns or farm areas may not feel that the United States greatly contributes to world population problems. Some argue that population growth in the United States may have more serious environmental impacts than growth in any other part of the world because of "the typical American lifestyle." Each American uses more energy and more water and produces more garbage than a person living anywhere else in the world. We make up 5% of the world population, yet use up more than 20% of the Earth's natural resources. Because of this, even modest increases in population in the United States have far-reaching impacts for all members of the global family.

What's the Big Deal? OK, so the population of the planet is growing and there are already about six billion of us. Is this something we should care about? Yes. Can the world population keep growing without end? No. When it comes to population, bigger isn't always better. Every population, whether it's of plants, animals or people, has a carrying capacity. This is the maximum number of a species that can be supported by the finite resources available. Think of a wooded area that is home to deer, rabbits and squirrels. There is only enough food to be found for so many animals. If the populations of these animals grow too much, some may have to leave to find other food and shelter. The wooded area has a carrying capacity it can only support so many animals.

The same is true for people. It may seem like there's plenty of room to go around in this big world of ours. But we need to remember that when the number ©1996 Zero Population Growth 25 People and the Planet 5 of people doubles, a lot of other things grow or shrink. Withevery new person added to the planet, the need for food, shelter, clothes and fuel grows. More people also demand more cars, roads, schools, hospitals, restaurants and stores. Even as our demands grow, the ability of our world to meet those demands shrinks. More buildingsmean cutting more trees for lumber, burning more fuel for energy and using up land that may have been home to different plants and animals. There is only so much land on our planet to grow food, plant trees, build cities and still leave space for animals and plants to grow in the wild. If thereare too many people, there may not be enough of some of the thingswe need for everyone to have a share.

What Can Be Done Population growth rates come down when couples choose to have fewer children. Throughout the world, birth rates have been gradually dropping as people receive education on how to plan their families. People everywhere are learning the economic and health benefits of waiting until they're older to have children and then spacing their births by several years two factors that slow the population growth. If the average family size throughout the world were two children and two parents, the world's population would be at a stable level (also knownas zero population growth). Your parents and teachersare the best sources of information on when and how to plan a family.

The problem for our planet isn't just numbers of people, though. In looking to protect Earth's natural beauty and keep enough natural resources for the future, we must also take care to use resources carefully and to be considerate of the needs of others. Resource conservation means making thoughtful choices about the way we use energy, eat, travel and create waste. The decisions each person makes goa long way to making our planet a more comfortable home for the global family.

Reading Comprehension and Analysis:

1.By how many people is the world population growing vio each year? 2. Why is the world population growing faster now than it did hundreds of years ago?

3. What is meant by "the Earth's carrying capacity to support humans"?

6 People and the Planet 26 01996 Zero Population Growth Glossary: billion:quite a large number (1,000,000,000). A billion is a thousand times as large as a million. It would take 95 years to count a billion dollars if you counted it eight hours each day at the rate of $1 each second. birth rates:the yearly number of births per 1,000 people. carrying capacity:the number of people who can be supported at a sustainable level in an area with given resources and technology. (cc death rates:the yearly number of deaths per 1,000 people. exponential growth:a growth pattern in which numbers double (multiplied by 2). fertile soil:soil that is rich in minerals and good for growing crops. finite:limited amount.

Industrial Revolution:a period in history (mid-18th century through the 19th century) when there was a surge of new technological advances. infant mortality:the annual number of deaths to infants under one year of age per 1,000 live births in a given year. less developed countries:poorer countries that do not manufacture as many of their goods as more developed countries. life expectancy:the average number of years someone is expected to live based on current health trends. more developed countries:countries with greater overall wealth. These countries tend to be more industrialized, bringing in money from manufacturing more goods.

population:the number of people in a country or region.

sanitation:the prevention of disease and promotion of good hygiene by maintaining clean conditions and safe drinking water.

zero population growth:when a population is stable,neither growing nor decreasing. Globally, this would occur when the birth rate and the death rate are the same.

1 Introduction: Human population growth has a variety of consequences, both direct and indirect This introductory activity looks at one of those consequences easiest Concepts: to see in daily life crowding. With population growth, the average population As the population of a region density will increase, even if the population is denser in some places than others. grows, the population density Visualizing increased population density in a variety of environments can help increases, Populations of us plan for the future. For example, in a place already densely populated, an high density require more increase can result in more crowding, traffic, waiting in lines, waiting lists, cooperation and coordination tighter clusters of houses, compact apartments, less space and a general sense of activities. of stress. In a mostly unpopulated place, a slight increase in population density can interrupt a previously uninterrupted horizon, reduce or fragment open Objectives: space, and require new electrical wires and other services. Students will be able to: List situations where In the discussion following the brief demonstration, students can weigh the population density is an pros and cons of higher population densities. They will explore the services advantage or disadvantage. that are enhanced by a higher population density as well as the challenges Find a list of the world's largest cities in an almanac posed by increased crowding. and three fads about one city from other reference sources, Materials:

Subjects: Masking tape Social Studies, Math, Science Procedure: Skills: 1.Have students imagine that the number of students in your classroom has Observing, brainstorming, doubled. Have them list the effects of this. Make sure that both positive and critical thinking, using reference materials negative impacts are discussed.

Method: Answers could include more friends, more ideas, more sharing, less space, crowding, more noise, competition for chairs and books, less attention Students briefly demonstrate from the teacher. the effects of crowding in a "jumping jack" activity and discuss the pros and 2.Have students vote by secret ballot on whether they would like to have cons of population density. more, fewer or the same number of students in the class as they have now. Tally and announce the results to the class.

3.Mark off an area in the classroom with masking tape, chalk or furniture (about a 10 ft. x 10 ft. area). Select two students to stand in the area and do jumping jacks.

4.Keep doubling the number of students doing jumping jacks in the area 4. until it becomes impossible to add more. If you find they have coordinated their arm movements, secretly ask one of the students to get out of synch.

5.Solicit observations from the original pair on how their environment and behavior changed. 8 People and the Planet 28 01996 Zero Population Growth BEST COPY AVAILABLE Discussion Questions: 1. Did the students jump in synch? Why did this happen? How did this happen? Does anything like this happen in the real world?

Coordination of movement is necessary in crowded situations in the real world, too. People get in lines at crowded events, they obey traffic signals and laws, etc.

2. What happened when one person was out of synch? What would happen if that occurred in the real world?

Have them imagine a person who always disobeyed traffic signals, wouldn't wait his /her turn, or wouldn't share.

3. List situations, events and activities for which it is better to have a lot of people around, and those for which solitude is better.

Possible activities for large groups include parties, fiestas, family reunions, sports events, competitions, dances, walking on dark streets. It is often less desirable to have big crowds for classes, bicycling, shopping, driving, walking, thinking, drawing, studying, reading, sleeping, waiting for the bus and private conversations.

4. If you had a paper delivery route, would you want it to be in an area with high population density or low population density?

In highly populated areas it would be easier to deliver more papers in a shorter amount of time, and therefore make more money. If the house- holds were scattered farther apart you might enjoy more fresh air and open scenery on your walk but you would not be able to deliver as many papers before you had to leave for school.

5. What other services are easier to provide for an area of high population density?

Possible answers might include mail delivery; electricity; telephone, cable, water and sewer connections; door to door sales. Additionally, services centered in one building, like community hospitals, schools, libraries, etc., can be more convenient to people who live close.

6. What qualities are desirable about areas of lower population density?

Possible answers include more peaceful, open space, more space to plant gardens, fresher air, more nature, less noise, more space to cut loose or to get away.

7. If you had a cold, would more people be likely to catch it where population density was high or low?

Colds, like other contagious diseases, can pass more easily in areas of high population density. In the densely populated city of Tokyo, Japan, people wear face masks when they have a cold so as not to spread it. ©1996 Zero Population Growth People

If population grows the density will become higher and /or some people may migrate to other areas.

9. Human migration can change the population density of an area relative to neighboring areas, as people move into or out of it. What might make a particular place more crowded and what might make a particular place less crowded, in the long term and in the short term?

Job possibilities, nice retirement areas, healthy climate for allergy sufferers, entertainment and cultural variety, better quality of life and affordable housing are some reasons that areas become more crowded. Places where a major industry goes bust, where civil war breaks out, where job possibilities decline or where taxes are too high, tend to lose people.

Follow-up Activities:

1 This activity shows that population densities impact crowding, amount of open space, delivery of services and contagious disease. As follow-up it is important to discuss the secondary consequences of population density and the idea that populations require more resources than just land area to support them. When population density outstrips the ability of existing local resources to meet the needs of the population, people may want to leave in search of better places. This, in turn, changes the population density of both the place they leave and the new place in which they settle.

2. Have students look in an almanac or atlas for a list of the world's largest cities (such as Tokyo, Sao Paulo, Mexico City or New York). Instruct them to select one of the cities and to find three facts about how population density shapes the lifestyle in that place. They could find this information in an encyclopedia or travel guide. (Example: In Tokyo, the average highway speed is 10 miles per hour due to heavy traffic.)

10 People and the Planet 30 01996 Zero Population Growth A Measuring A Million

Introduction: There are currently nearly six billion people living on Earth. Most people have difficulty understanding how immense such a figure is. The following riddles and cooperative learning activities help students to represent the number one Concept's: million through mathematical computation. You can then take these exercises Millions and billions are one step further by having students visualize and compute formulas for one huge numbers. To understand billion of each object (see Follow-up Activities). the implications of different size populations, it is helpful for students to be able to Materials: conceptualize these numbers.

Student Worksheets 1-4 Objectives: 4 yard/meter sticks/tape measures Students will be able to' 1 Ping-Pong ball 50 sheets of paper 0. Solve riddles illustrating 50 sheets of cardstock the difference between millions and billions. Map of the United States joi. Complete one of four math problems in a cooperative Part 1: Big Riddles learning group that require them to measure distance, area Procedure: or volume of millions {and bil- Try these riddles out on your students. For most students, you may want to lions) of items or people. have them simply guess or give estimates. For mathematically advanced Subjects: students, you can have them figure out the exact answer. Math, Science 1. Your rich uncle has just died and has left you $1 billion, with a catch: In Skills: order to accept the money, you must count it for eight hours a day at the Calculating, estimating, rate of $1 per second. When you are finished counting, the $1 billion is measuring lengths/areas/ yours and then you may start to spend it. volumes, averaging, using the metric system a. Do you accept your uncle's offer? Why or why not? No. It would take too long to count the money. Method. Through riddles and a b. How many years will it take to count the money? cooperative learning math Over 95 years. activity, students work through problems to 2. a. If you spent $1 million at the rate of $1,000 per day, how long would it calculate and visualize take you to spend it? millions and billions of 1,000 days, or about 2 314 years. things and people. b. How long would it take to spend $1 billion at the same rate? 1 million days, or 2,739.7 years.

3. a. How old do you think you would be if you were a million seconds old? About 11 days old. b. How old do you think you would be if you were a billion seconds old? About 31 years old. 01996 Zero Population Growth People and the Planet 11 BEST COPY am r31 Part 2: Measuring a Million Procedure: Divide the class into four groups. Each group will be responsible for doing one of the following four activities, using the Student Worksheets to guide them. When the activities are finished, have each group present their methods and findings to the other students, who take notes on the presentations.

r Group #1: How many Ping-Pong balls would fit in the classroom? How big a room do you need to hold a million Ping-Pong balls? (Note: This group activity is more time-consuming than the other three.)

Group #2: How tall would a million sheets of paper be? What if the paper were cardstock?

Group #3: If you take a million steps, starting from the door of the room, where will you be?

Group #4: Imagine a crowd of one million people. How big a field do you think you would need to contain all of them? If they were marching down the road in single file, how long would the column of marchers be?

I + X

12 People and the Planet 32 ©1996 Zero Population Growth Follow-up Activities: 1. Now that students have a better idea of what is meant by a million, have them take their findings one step further for a billion (1,000 x one million) of each item (Ping-Pong balls, sheets of paper, steps, people).

2. There are nearly six billion people in the world. What would be the length of a row of six billion people?

3. Millions and billions can also be used for solving time problems. Will you be living a million hours from now? How about a billion minutes from now?

Additional Resources: 1. To give students more practice in visualizing large amounts, such as millions and billions of objects, treat your students to How Much Is A Million? by David M. Schwartz and illustrated by Steven Kellogg. This colorful book, published by Scholastic, Inc., is available in many bookstores and libraries and contains graphic examples of millions and billions (and even trillions).

For instance: "If a billion kids made a human tower...they would stand up past the moon." "If a goldfish bowl were big enough for a million goldfish, it would be large enough to hold a whale."

2. Another fun book about numbers of things is One Million by Hendrik Hertzberg, published by Times Books. It displays a million dots and entertains with certain "milestones" leading up to one million. (Example: 462,000 is the number of Americans employed in the newspaper industry, whereas 661,071 is the number of Americans named Lee!)

Part 2 adapted with permission from Chicha Lynch, Capuchino High School, San Bruno, CA.

MEASURING A MILLION Student Worksheet - Group #1

Problem: a) How many Ping-Pong balls would fit in the classroom? b) How big a room do you need to hold a million Ping-Pong balls?

Process: 1. I would estimate that Ping-Pong balls fit in the room.

2. The average estimate of all those in my group is

3. The diameter of one Ping-Pong ball is

4. The length of the room is .The width of the room is The height of the room is

5. a) You would need (amount) Ping-Pong balls to make a line the length of the room.

b) You would need Ping-Pong balls to make a line the width of the room.

c) You would need Ping-Pong balls to make a line the height of the room.

d) The dimensions of the room in Ping-Pong balls are

6. The volume of a room can be calculated by multiplying the length, width and height together (1/.1wh). Therefore, the volume of the room, in terms of Ping-Pong balls, is balls.

7. Write out a plan and calculations for determining the size of a room that will hold a million Ping-Pong balls.

MEASURING A MILLION Student WorksheetGroup #2

Problem: a) How tall would a stack of a million sheets of paper be? b) How tall would the stack be if the paper were cardstock?

Process: 1. Iwould estimate that the height of a stack of a million sheets of paper would be centimeters.

2.The average estimate for my group is centimeters.

3.The height of 25 sheets of paper is mm or cm. The height of 50 sheets of paper is MITI or cm.

4.Based on the information in #3, the height of 100 sheets of paper would be mmor cm.

5.Based on the information in #4, the height of 1,000,000 sheets of paper is mm or cm or meters.

6.How would the height change if the paper were cardstock?

7.Use the same procedure for cardstock as in #3 and #4. The height of 1,000,000 sheets of cardstock is mm or cm or meters.

8.If each story of a building is 3 meters high, how many stories would be in the building if its height were the same as that of a million sheets of cardstock? Can you think of a building that is about that high?

MEASURING A MILLION Student Worksheet - Group #3 Problem: If you take a million steps, starting from the door of the room, where willyou be?

Process: 1. In which direction do you plan to travel?

2. Where do you estimate you will be after taking a million steps in this direction?

The average estimate for my group is

3. When I take 10 steps, the average distance traveled is The average distance traveled for each member of my group is

4. Knowing that 10 steps = feet, you can set up a proportion to find how many feet equal 1,000,000 steps.

10 steps = 1,000,000 steps feet feet

Cross multiply to solve for x. x = feet.

5. If 1 mile = 5,280 feet, how many miles equal a million steps? miles.

6. Look at a map of your area. Where would you be after traveling a million steps north?

A million steps south? East? x West?

MEASURING A MILLION Student WorksheetGroup #4 Problem: a) Imagine a crowd of one million people. How big a field do you think you would need to contain all of them? b) If they were marching down the road, how long do you think the single-file row of marchers would be?

Process: 1. If an acre is about the size of a football field, you would probably need acres to contain one million people. (estimate)

2. The average estimate for my group is acres.

3. Have four students in your group stand together in a cluster. Mark the space around them with chalk on the floor and measure the space in square centimeters. Convert this to square meters. Ask four more to stand in that space. Does the area need to be enlarged?

4. Set up a ratio of people to area to find how many square meters are needed for a million people.

4 people =1,000,000 people sq. meters sq. meters

Cross multiply to solve for x.

5. If 1 acre = 4,047 square meters, about how many acres would you need to contain one million

people? .Can you think of an area in your community that is about this size?

6. Measure the length of four people standing one behind the other in a row. The length is centimeters or meters. The ratio of people to length is

7. How many kilometers long would the line of people be? (1 kilometer = 1,000 meters) km. How many miles long is this? (1 mile = 1.6 kilometers) miles.

8. Look at a map of your state or country. Can you find a distance between two cities that is equal to the length of the row of a million people?

01996 Zero Population Growth People and the Planet 17 37 Seeing Double

Introduction: Populations often grow exponentially, doubling over and over until a very small amount becomes a very large amount. The following activities will help Come" students better understand this growth pattern. The riddles illustrate the Populations can grow "power of two" and the fruit fly lab gives a hands-on demonstration of the exponentially, continuing exponential growth of an actual population of organisms. to double.

Objectives: Materials: Students will be able to: Provide enough of the following for each lab group: IP. Solve two addles about exponential growth. Observe and record data Fruit flies* on the growth of a fruit fly Mashed banana population. Baby food jars Use inductive reasoning Ether* to draw conclusions about Cotton gauze population growth trends. Piece of muslin Paper towel Subjects: Graph paper Math, Science *order from a science lab supplier Skills: Problem solving, multiplying, Part 1: Doubling Riddles counting, observing Try these doubling riddles out on your students and encourage them to test Method: them out on their families and friends. Riddles and a laboratory activity using fruit flies 1 You are a lily pad on a pond. Today you have only one fellow lily pad living reinforce students' on the pond with you. But your population is growing. Its doubling time is understanding of one day. So every day the population is twice as big as the day before. exponential growth. Tomorrow there will be four of you. It will take exactly 20 days for your pond to be completely full of lily pads.

On what day will the pond be one-half full?

Day 19 A- I Do you think you and your fellow lily pads will feel concerned on that day O1" about running out of space? Why or why not?

Perhaps not. With only half the space taken, the lily pads may feel that they still have plenty of room to expand.

How will the pond filling up affect you and your fellow lily pads?

18 People and the Planet 38 ©1996 Zero Population Growth BUT COPY AVALABLE 2. A father complained that his son's allowance of $5 per week was too much. The son replied, "Okay, Dad. How about this? Let's change my weekly allowance for one month using this rule: You give me a penny on the first day of the month, two cents for the next, four cents for the next, eight cents for the next, and so on for every day of the month." The father readily agreed. \-\rr Who was the more clever? What would be the son's allowance on day 31? 14 The son was the more clever. His allowance on day 31 alone is $10,737,418.24. This does not count how much he received on all the previous days. This is a good example of how doubling even a small amount over time can really add up.

SUNDAY MONDAY TUESDAYWEDNESDAYTHURSDAY FRIDAYSATURDAY

1 2 3 4 5 6 7 $.01 $.02 $.04 $08 $16 $.32 $.64

8 9 10 11 12 13 14 $1.28 $2.56 $5.12 $10.24 $20.48 $40.96 $81.92

15 16 17 18 19 20 21 $163.84 $327.68 $655.36 $1,310.72 $2,621.44 $5,242.88 $10,485.76

22 23 24 25 26 27 28 $20,971.52 $41,943.04 $83,886.08 $167,772.16 $335,544.32 $671,088.64$1,342,177.28

29 30 31 $2,684,354.56 $53697Z912 $10,737,41824 Hey Dad,about my allowance,

Part 2: Fruit Fly Frenzy

Students will get to observe exponential growth of a living organism firsthand in this fruit fly lab. Because ether is used to anesthetize the fruit flies for counting, you may want to demonstrate this for students at the front of the class. For older students, you can divide them into groups and have each group conduct the lab with their own set of fruit flies.

Procedure:

1. Prepare a home for fruit flies by placing either some mashed banana or a thick mixture of cream of wheat and brown sugar in the bottom of a baby food jar. You may be able to attract fruit flies from your school surroundings into this jar or you can order them from a supplier. Start the jar with a small number of fruit flies. Cover your jar with a piece of muslin to allow air into the jar.

2. Have students copy the chart on page 21 into their notebooks. For day 1 they will record the number of fruit flies in the jar at the start of the lab. They will then make population counts every day for four weeks.

©1996 Zero Population Growth 39 People and the Planet 19 3. In order to count the flies, you will need to anesthetize them. Wet cotton gauze in ether and hold the gauze over the top of your fruit fly jar. Do this in a well-ventilated area. Watch the flies carefully. Do not expose them too long to the ether. As soon as their motion stops, remove the gauze and dump the flies onto a paper towel to count them. Return them quickly to the jar, as the flies will soon revive from their sleep.

4. Have students record the counts on their chart and make a graph of the population growth. What is the shape of the graph?

c:1 Discussion Questions: c: 1. Is it impossible for the fruit fly population to increase in size forever in the system you have set up? Why?

Yes. There is a limited amount of food and space for the fruit fly population.

2. What do you think might happen to the fruit flies if the population continues to grow?

Fruit flies will eventually begin to die if the population grows too large with limited amounts of food and space.

3. Could any population continue growing forever on Earth? Why or why not?

No. Certain factors limit population growth, such as food shortages, disease, space, predators and climate. Human beings, while able to develop technologies and behaviors that stretch these limits, still rely on the basic necessities of life.

Follow-up Activity: Once students see how populations of fruit flies double, they can apply this information to human populations. It took the entire history of humankind for the population to reach 1 billion around 1810. Just 120 years later, this doubled to 2 billion people (1930); then to 4 billion in 1975 (45 years). By the year 2020, the population will likely be at 8 billion.

Put the following question on the chalkboard: "Can the Earth's population go on doubling forever?" List students' reasons for their answers onthe board. You may want to prompt them by asking them to think about food supply, clean water, homes, forests, wildlife and competition for resources.

People and the Planet 21 01996 Zero Population Growth 41 e Stork And TheGrim Reaper

Introduction: Population growth occurs when a species' birth rate exceeds its death rate. Worldwide, the human birth rate is currently three times the death rate. Concepts: Every environment has a limit to the number of members of a certain species Populations growth occurs it can support. Humanity's rapid population growth has the potential to exceed when a species' birth rate the carrying capacity of this planet. This activity is a visual demonstration of exceeds its death rate. the relationships between birth rate and death rate and of population growth within a finite space. Objectives: Students will be able to: Describe how birth and Materials: death rates affect population Clear container of 1 qt. capacity growth. Explain why death rates An old towel have dropped in recent "Stork" and "Grim Reaper" name tags history. Masking tape Bucket of water Subjects: Food coloring Social Studies, Science, Math Set of measuring cups Globe or map of the world Skills: Observing, critical thinking, Procedure: calculating with fractions 1. Fill the bucket with water and add food coloring so it will be more visible Method: in the clear container. Place the empty, clear container with the towel under In a short demonstration, it in front of the class. students observe how populations grow when the birth 2.Ask for two volunteers from the class to assist. Designate one the "Stork" rate exceeds the death rate. and the other the "Grim Reaper." Each student should tape the appropriate name tag to him/herself.

3.Hold up the clear container.

"This will represent the world, and the colored water in the bucket will represent people. Stork, you'll be adding people to the world by pouring dippers of water into the container. Grim Reaper, you'll be taking people from the world by scooping water out of the clear container and pouring it back into the bucket. At this time, the world's birth rate is three times the death rate. Based on that fact, who should receive the large dipper?" (Stork). "Who should use the small dipper?" (Grim Reaper).

Give the 1-cup dipper to the Stork and the 1/3-cup dipper to the Grim Reaper. Signal the Stork and Grim Reaper to start. Make sure that for every dipper-full the Stork adds, the Grim Reaper subtracts one. They should continue in turn while the class observes. When it becomes clear that the water level is steadily rising tell the Stork and Reaper to stop.

1.Whydid the water level rise steadily? O

Because more was being added than taken out.

2.What would this mean if the clear container really were the world?

It would mean that the Earth's carrying capacity could be exceeded and that not all of these people could survive.

3.What size would the Grim Reaper's dipper have to be for the water level to stay the same?

The same size as the Stork's dipper.

4.Throughout history, the Stork and Grim Reaper's real-life dippers were usually about the same size. But over the last 200 years, the Grim Reaper's dipper has become much smaller than the Stork's. Can you think of some reasons why the death rate has gone down in recent years?

Advances in medicine: Doctors gradually became better at healing people because of new discoveries in the sciences and from increased contact with other countries, which allowed them to learn from each other. Better sanitation: People invented safer ways of disposing of garbage and human waste so their surroundings were cledner and didn't breed so much disease. Better nutrition: Advances in farming made it possible to grow better food in greater quantities. Also, improvements in medicine made people more aware of the importance of eating a variety of foods.

All of these things worked to allow more people to survive infancy and childhood and extended the average life span. People used to only live to be about 40 or maybe 50, whereas now many people survive much longer.

Follow-up Activity: Provide students with the birth and death rates for the countries listed on page 24. Ask pairs of students to come forward, choose the appropriate measuring cups to represent those rates and demonstrate the growth rate by role-playing "Stork" and "Grim Reaper."

Birth Rate Death Rate

United States: 15/1,000 9/1,000 1 cup: 1/2 cup Mexico: 27/1,000 5/1,000 1 cup: 1/4 cup Botswana: 38/1,000 11/1,000 1 cup: 1/3 cup Italy: 9/1,000 10/1,000 1 cup: 1 cup Japan: 10/1,000 7/1,000 1 cup: 2/3 cup I Taiwan: 15/1,000 5/1,000 1 cup: 1/3 cup

Ask students to find each country on the globe or map before beginning. Be sure both sets of people work at the same speed, with the different growth rates shown by variations in sizes of dippers. The more slowly growing countries, of course, will have a more slowly rising water level.

24 People and the Planet 44 ©1996 Zero Population Growth 3. Based on the rate of natural increase, students can now determine each country's population doubling time with the following formula. Keep in mind that these figures will reflect growth due to natural increase alone without considering emigration and immigration.

Doubling Time (in years) = 70 Rate of Increase

(Note: 70 is considered the "magic number" for calculating doubling time. It is the approximate equivalent of 100 times the natural logarithm of 2.)

For example, to calculate the doubling time for the world population at the present rate of increase:

= 47 years 1.5

(Rounded answers in years: 117; 32; 233; 350; 70; 37; 21; 19; 30; will not double at current rate; losing population)

Discussion Questions: 4=1 1. Why do you think the population of some countries doubles much more 41 ,=== rapidly than others? Why do you think some countries, such as Italy, reached zero population growth (z.p.g.)?

The doubling time is shorter in countries where the rate of growth is higher. The greater the difference between the birth rate and the death rate, the faster the population growth. Many European countries, such as Italy, have reached zero population growth because their birth and death rates are about the same.

2. Which figures differ most greatly between countries, the birth rates or the 110 death rates? How would you explain the wide disparity in birth rates among different countries?

The birth rates vary more. The birth rate is higher when the average family size is larger. A country such as Kenya averages nearly six children per family, while the United States averages about two children per family.

3. If you were a national leader in Kenya or Iraq, would you be concerned about the rapid population growth? Why or why not? Similarly, if you were a national leader in Italy, would you be concerned that your country had reached z.p.g.? Why or why not? flb

111

Introduction: The annual population increase throughout the world is currently 1.5%. While this number may sound small, today's population will double in just 47 years if we continue to grow at this rate. This growth is by no means uniform. Concepts: At current rates, many countries will double their populations in less than 25 Even seemingly small growth years, while others have reached zero population growth (z.p.g.) and do not r4W$can make a population expect to grow at all. double quickly.

Materials: Objectives: Students will be able to Student Worksheet (one per student) Explain the relationship Calculator (optional) of birth rates and death rates, and how they affect population change. Procedure: OhCalculate the rate of 1. Explain to students that the larger the difference between a nation's birth natural increase for several countries, as well as their rate and its death rate, the greater the increase in population growth. Ask corresponding population them to look at the chart on page 28 and determine which country will doubling times. have the highest rate of increase. Which countries will lose population at their current rates? Subjects: Math, Science, Social Studies Answers: Iraq; Italy and Russia Skills: 2. Now have students determine the rate of annual increase for each country's Calculating percentages, population, using the following formula: doubling times

% Annual Increase = Birth RateDeath Rate Method: 10 Students use math formulas to calculate the growth rates For example, the world's annual population increase in 1996 can be calcu- and doubling times for the lated by knowing that the birth rate is 24 births/1,000 people and the death populations of different rate is 9 deaths/1,000 people: countries.

249 = 15 per 1,000

15 = 1.5% (1.5 per 100) 10

(Answers in percents: 0.6; 2.2; 0.3; 0.2; 1.0; 1.9; 3.3; 3.7; 2.3; -0.1; -0.6)

(Note: Immigration and emigration also affect a county's annual population 010 increase. For example, the annual population increase in the United States is actually 1.0% if immigration is included.) most

BEST COPYAVAILABLE ©1996 Zero Population Growth Poopieand the Planet 25 45 Follow-up Activity: Have students make a list of possible environmental, social and economic consequences of living in a country where the population increases as quickly as it does in Iraq, Kenya, Mexico or South Africa. Divide the class into groups and have each group research living conditions in a different developing country that is experiencing rapid population growth. Students could use the resources in their school or community library. Each group should then present their findings to the class.

Data source: "World Population Data Sheet," published annually by the Population Reference Bureau. To order an updated edition, contact: PRB, 1875 Connecticut Avenue, N.W., Suite 520, Washington, DC 20009; (202) 483-1100.

ON THE DOUBLE Student Worksheet

Use the formulas below to calculate the rate of natural increase and the doubling times for thepopulations of the countries listed on the chart below.

% Annual Increase = Birth RateDeath Rate 10

Doubling Time (in years) = 70 Rate of Increase

Country Birth Rate Death Rate Annual Doubling in 1996 (per in 1996 (per Natural Time (in 1,000 people) 1,000 people) Increase ( %) years)

United 15 9 States

Mexico 27 5

Japan 10 7

United 13 11 Kingdom

China 17 7

India 29 10

Kenya 45 12

Iraq 44 7

South 31 8 Africa

Italy 9 10

Russia 9 15

Introduction: To help them make population projections for different countries, demographers look at the profile of the countries' residents. What are the ages of the people? How many are men? How many are women? Taking this information, Concepts: they construct "population pyramids" like the ones students will create in this The age and gender distribu. activity. These graphs depict the configuration of a country's population as tion of a regional or national impacted by 70 to 80 years of economic, political and natural events. These population affects its growth graphs can also help predict future population trends. rate. Objectives: Materials: Students will be able to: Student. Worksheets (one per student) jo. Calculate percentages Graph paper using raw numbers for each age/gender group in a given Colored pencils population, Ruler 1101V. Construct a population Calculator (optional) age/gender distribution graph for one of six different Procedure: countries. 1 Make correlations between 1. Display the sample world population pyramid on page 30 and explain that the shapes of the graphs and this is a kind of graph used by demographers to study the distribution of the countries' different people across age categories. growth patterns,

2. Assign each student or group of students one of the six countries and Subjects: distribute graph paper and a copy of the Student Worksheet for that country. Math, Science, Social Studies

3. The figures on the worksheet represent the population (in thousands) of Skills: each age group within each gender for each particular country. In order to Calculating percentages, construct the country's pyramid, students must first calculate the percentage graphing, analyzing and interpreting data of the population of each gender in each age group. Method: Example: According to the worksheet, the total population of the United Students construct and States in 1995 was 263,119,000. The population of males aged 0-4 was interpret population 10,515,000 of the United States. pyramids and discuss differences in population 10,515,000 = .04 or 4% growth rates among 263,119,000 several different countries.

Students should complete these calculations for each cohort (age group).

4. Using graph paper, students can construct a population pyramid as in the example. A line drawn down the middle of the graph separates the male and female populations. The percentages of the population will be plotted along the X-axisfemales to the right, males to the left of the center line. The age groups will be running up the Y-axis with the youngest at the bottom, oldest at the top. (See "World Population Pyramid" sample.) ©1996 Zero Population Growth People andthe Pionet 29 EST COPY VAiLABLE49 Note: Make sure the scale on the X-axis goes up to 9% in each direction to encompass everyone's data.

5. Have students graph the percentage data for their assigned country. Using colored pencils, they can shade in the two sides of their graphs.

6. Have students hold up their finished graphs for all to see whilegoing 0 through the discussion questions in class.

World Population Pyramid

AGE MALE FEMALE

75+ 'keas.. 70-74

65-69

60-64

55-59

RZAV.6k,: 50-54 e

45-49 AV.IIROM 40-44

35-39

30-34

25-29

20-24

15-19

10-14

Nif 5-9 0-4

9 8 7 6 5 43 2 1 0 1 2 34 5 6 7 8 9 Percentage of Population

AGE MALE UNITED STATES FEMALE AGE MALE BRAZIL FEMALE 75+ 75+ 70-74 70-74 65-69 65-69 60-64 60-64 55-59 55-59 50-54 50-54 45-49 45-49 40-44 40-44 35-39 35-39 30-34 30-34 25-29 25-29 20-24 20-24 15-19 15-19 10-14 10-14 5.9 5-9 0-4 0-4

9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 Percentage of Population Percentage of Population

AGE MALE CHINA FEMALE AGE MALE JAPAN FEMALE 75+ ",. 75+ 70-74 70.74 , 65-69 65-69 s -'"..1 60-64 60-64 !..,m .4, 55-59 i,, 55-59 50-54 50.54 atAA.oz4i i 45-49 45.49 (A ris 'STA,kR , 20-24 rs, 20-24 15-19 15-19 tv.,KwAii ...., 10-14 bIAK..- . 10-14 5-9 5-9 A.Ak,AO..:A..k. 0-4 0-4

9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 78 9 Percentage of Population Percentage of Population

AGE MALE KENYA FEMALE AGE MALE AUSTRIA FEMALE 75+ 70.74 65-69 i 60-64 ii 55-59 50-54 i, 45-49 ..., ;\k, 40-44 :,+..-4., 35-39 sti, 30-34 +,, ,+,,,t, 25-29 *..., -eurt..q,..1 20-24 ..kk,wz.,t,t.A...,,,::. 1519 i 10-14 Ai*, Os' cii)Al(Si 411 ?ftt 5-9 k, n > ox, em tiy,dmNznliz; 0-4 ...... ,...4. ,...... ,.....A

9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 Percentage of Population Percentage of Population

4===( 1. Where are you represented on the Student Worksheet table and on the graphs?

If you live in the United States and are between 10 and 15 years old you are represented on line 3 in the U.S. data under either male or female. On the graph, you and your cohorts make up the percentage presented by the third bar from the bottom, boys on the left, girls on the right.

2. Can you tell from the data if there are more boy babies or girl babies in each country?

Yes, there are more boy babies. There is a slightly greater probability of giving birth to male children. For every 100 girls born, there are about 105 boys born.

3.Are there more elderly women or men? Why might that be the case?

There are more elderly women. Throughout the world, life expectancy for women is higher than for men. This is due to a number of genetic and social factors. In general, men are more predisposed to certain health risks than women. Also, men make up the vast majority of the military, and are more likely to die during wars.

4. Can you tell from the graphs which country has the most people?

No. The graphs represent 100% of the population of each country broken down by age groups. Demographers use the percentage data instead of the raw data so that each graph fits on the same size paper andcan be compared to the graphs of other countries.

5. Which country has the most people? How can you tell?

From the Total line on Student Worksheet #1 (page 34), you can tell that China has more people than any other country.

6. Of the six graphs, which two look most like pyramids? What does that indicate about their population growth rates? What factors would change the shape of the pyramids in the future?

The graphs for Kenya and Brazil look most like pyramids. This indicatesa high growth rate. Population growth occurs when the segment of the population currently in its childbearing years (ages 15-44; bars 4-10 on the graphs on page 31) has produced a generation larger than itself (bars 1-3). If the birth rate goes down, this would change the shape of the graph over time from a pyramid to more of a rectangle, indicating a more stable population.

7. Looking at the pyramids, which countries appear to have the slowest rates of population growth? How can you tell?

Austria and Japan. The graphs are closer to rectangles than pyramids, showing more uniform population size across the age groups. 32 People and the Planet ©1996 Zero Population Growth 52 8. Which are the biggest age groups in the United States?

People aged 30-50 make up the biggest portion of the United States, with babies a close second. The people who were born between 1946 and 1964 are called "baby boomers," and were born shortly after World War II, when many husbands and wives were reunited, and the country experienced greater economic prosperity than it did during the years of the Great Depression and the war. Couples felt confident of their ability to support families, and the birth rate soared as a result.

9.In which country do children make up the biggest percentage of the population?

You can see on the graph that the bottom of the Kenyan and the Brazilian pyramids go out the farthest, representing the largest percentage. The percentages that you calculated show that Kenyan babies (males and females combined) make up about 16% (8 + 8) of the population and the older children also make up a big percentage.

10. If you had a business and wanted to capitalize on your information about the population age distribution for the United States, what would you sell?

Answers might include any products for people of the baby boom generation or their children.

11. If you had a business in Kenya and wanted to capitalize on your information about the Kenyan population, what would you sell?

Answers might include any products for children and infants.

©1996 Zero Population Growth 53 People and the Planet 33 United States Power Of The Pyramids Population in Thousands (1995) Brazil Sitident Worksheet #1 China Group Age0-4 10,015 M `)/0 10,009 F % 8,643 M % 8,256 F % 55,642 M `)/0 51,073 F % 15-1910-14 5-9 8,9399,4459,610 8,5008,9829,147 8,1148,8748,787 8,0958,8008,625 49,23247,23359,714 46,01643,97457,549 30-3425-2920-24 10,99010,006 9,366 10,848 9,6398,906 6,6526,8397,354 6,6906,8577,387 54,41765,02362,779 50,20560,82258,952 40-4435-3945-49 10,03111,096 8,717 10,13711,140 8,934 3,7544,7235,638 3,8474,8265,716 32,60444,15943,295 29,61441,28539,874 60-6455-5950-54 4,7715,3616,739 5,3695,7617,026 1,9232,4372,911 2,0702,5603,005 20,21222,96925,235 18,66220,49022,416 §N© 70-7465-69 3,8764,509 5,1735,439 1,0601,529 1,2241,694 10,80715,533 11,32414,943 V00 Total75+ 129,012 5,043 134,107 9,097 80,319 1,083 81,055 1,373 619,126 10,272 580,206 13,007 540 1-1.1 Source: The World Bank, World Population Projections 1994-95 Edition. (Baltimore: The Johns Hopkins University Press, 1994). 263,119 161,374 1,199,332 Power Of The Pyramids - Student Worksheet #2 Population in Thousands (1995) Age M % Japan F % M % Kenya F % M %Austria F oh Group 5-90-4 3,4913,224 3,3303,074 2,2322,249 2,2192,214 237249 224236 20-2415-1910-14 5,1164,3593,809 4,8684,1413,622 1,2901,6551,928 1,2961,6561,919 279233242 267221232 35-3930-3425-29 4,9044,1234,558 3,8434,0064,351 1,016 654820 1,024 665828 306354346 305346332 50-5445-4940-44 4,4015,2864,494 4,4905,2644,450 265380517 282396531 253254259 227252258 65-6960-6455-59 2,9853,6083,877 3,3653,8394,024 152205233 169225255 166178215 209195222 70-74Total75+ 61,5872,4331,920 62,6264,2362,722 13,811 112105 13,940 146117 3,849 151127 4,133 352226 Source: The World Bank,Total World Population Projections 1994-95 Edition. (Baltimore: The Johns Hopkins University Press,56 125,213 27,751 1994).7,981 57 Power Of The Pyramids - Answers to Student Worksheet #1 Population in Thousands (1995) Group Age M United States % F % m % Brazil F % M % China F % 10-14 5-90-4 10,015 9,4459,610 3.63.73.8 10,009 8,9829,147 3.43.53.8 8,8748,7878,643 5.55.4 8,8008,6258,256 5.55.35.1 47,23359,71455,642 4.05.04.6 43,97457,54951,073 3.74.84.3 20-2425-2915-19 10,006 9,3668,939 3.83.63.4 9,6398,9068,500 3.73.43.2 6,8397,3548,114 4.24.65.0 6,8577,3878,095 4.24.65.0 65,02362,77949,232 5.45.24.1 60,82258,95246,016 5.14.93.8 40-4430-3435-39 10,03111,09610,990 3.84.2 10,13711,14010,848 4.13.94.2 4,7235,6386,652 2.93.54.1 4,8265,7166,690 3.03.54.1 44,15943,29554,417 4.53.73.6 41,28550,20539,874 3.43.34.2 55-5945-4950-54 5,3616,7398,717 2.02.63.3 5,7617,0268,934 2.22.73.4 2,4372,9113,754 1.51.82.3 2,5603,0053,847 1.61.92.4 22,96925,23532,604 1.92.12.7 20,49022,41629,614 1.71.92.5 70-7465-6960-64 3,8764,5094,771 1.51.71.8 5,1735,4395,369 2.02.1 1,0601,5291,923 0.70.91.2 1,2241,6942,070 0.81.11.3 10,80715,53320,212 1.01.31.7 11,32414,94318,662 0.91.21.6 3-0. 75+ 5,043 1.9 9,097 3.551 1,083 0.7 1,373 0.9 10,272 0.9 13,007 1.1 5 8 0 Source: The World Bank,Total World Population Projections 1994-95 Edition. (Baltimore: The Johns Hopkins University Press, 1994). 129,012 49 263,119 134,107 80,319 50 161,374 81,055 50 619,126 1,199,33252 580,206 48 Power Of The Pyramids - Answers to Student Worksheet #2 Population in Thousands (1995) Age M % Japan F % M % Kenya F % M %Austria F % Group 5-90-4 3,4913,224 2.82.6 3,3303,074 2.72.5 2,2322,249 8.08.1 2,2192,214 8.0 237249 3.03.1 224236 2.83.0 20-2415-1910-14 4,3593,8095,116 4.13.53.0 4,8684,1413,622 3.93.32.9 1,2901,6551,928 4.66.06.9 1,2961,6561,919 4.76.06.9 279233242 3.52.93.0 267221232 3.32.82.9 35-3930-3425-29 4,9044,1234,558 3.93.33.6 3,8434,0064,351 3.13.23.5 1,016 654820 2.43.03.7 1,024 665828 2.43.03.7 306354346 3.84.44.3 305346332 3.84.34.2 50-5445-4940-44 4,4015,2864,494 3.54.23.6 4,4905,2644,450 3.64.2 265380517 1.01.41.9 282396531 1.01.41.9 253254259 3.2 227252258 2.83.2 65-6960-6455-59 2,9853,6083,877 2.42.93.1 3,3653,8394,024 2.73.13.2 152205233 0.50.70.8 169225255 0.60.80.9 166178215 2.12.22.7 209195222 2.62.42.8 70-74Total75+ 61,5872,4331,920 49*1.91.5 62,6264,2362,722 50*3.42.2 13,811 112105 0.450 13,940 146117 0.50.450 3,849 151127 1.91.648 4,133 352226 4.42.852 *Due toSource: rounding, The Japan's World maleBank,Total and World female Population percentages60 Projections do not 1994-95 add up Edition.to 100% (Baltimore: The Johns Hopkins University Press, 1994). 125,213 27,751 7,981 61 \TY Stage Stepping

< Introduction: Small differences can add up quickly where population growth is concerned. A population with a higher average family size produces larger numbers of Concepts: people over time than a population with a smaller average family size. This Average family size activity shows what a difference a two- versus three-child average family size determines how a can make over time. population grows. Materials: Objectives: Students will be able to: A set of wide steps, bleachers or 18 chairs Construct bar graphs Minute timer showing population age Bags of candy distribution for two- and 4 signs: "Age 0-19"; "Age 20-39"; "Age 40-59"; "Age 60-100" three-child average families Large sheets of paper over five generations. Sticky dots Subjects: Math, Social Studies, Procedure: Family Life Education 1. Tell the students that this activity is designed to show the importance of Skills: average family size. Explain that a large average family size can result in a Simulating models, looking significant increase in population over time. Point out that many different for patterns, constructing a family sizes can result in an average size of two children per family. For bar graph, critiquing models example, one couple may have three children, one couple four children, one couple one child and one couple none, but the average of these four families Method: is two children. Students simulate several generations of a family's 2. Usingwide steps or bleachers in a gym or outdoors, label the bottom step growth, comparing a two- "Age 0-19," the second step "Age 20-39," the third step "Age 40-59," and child and three-child average the fourth step "Age 60-100." If no bleachers or steps are available, you can family size. substitute rows of chairs or just place the signs along one wall. In the classroom, you can use two rows of chairs. When doing the activity, designate people sitting on the floor in front of the first row of chairs to be " Age 0-19", people sitting on the front row of chairs to be "Age 20-39", people standing behind them to be "Age 40-59", and people standing on the back row of chairs to be "Age 60-100."

3.Askfour students to represent the first generation, "Age 0-19," and to stand on Step 1. They will represent two couples. Explain that in this simulation, one minute will represent 20 years and each student will start his/her life when two others decide that he/she should be "born." After the first minute, have the two couples move up to Step 2 "Age 20-39" and select two students each to represent their children. They will stand on Step 1. The children from one couple will eventually pair up with the children from the other couple.

BEST COPYAVAII g 4. After the next minute passes, the original couples will move up to Step 3 "Age 40-59" and have their "children" each select spouses from the other students on their step. (So, the children from couple #1 might select spouses from the children of couple #2.) Each of those couples must now select two students to stand on Step 1 to represent their children.

5. Continue the simulation as follows. After each 20-year (one-minute) interval, everyone should move up one step: s I a. Those aged 20-39 on Step 2 should select spouses, link arms and together choose two new children. I I

b. Those aged 40-59 on Step 3 receive a bag of candy, contribute some to 60-100 ft in the other people in their family to pay for their education and medical care and put the rest on Step 4 for their retirement. 1 g c. Those aged 60-100 on Step 4 can eat any candy they put away 40-59 for retirement, then "die" and return to their seats. d.Those selected to be born should stand in front of their parents oak on Step 1. 1 simmomm 5 LI 6. After the simulation has gone on for five generations, count the number of people on each step, and make a horizontal bar graph using sticky dots. Count the number of people who have died. What is the total number of J st people who either were on the steps at the end or passed through them 20-39 during the activity? What is the largest number that were ever on the steps?

7. Begin the simulation again, but this time have each couple choose three 4111 children to be born. When an odd number occurs on a step with the three- child average, one person will proceed through the activity without pairing 0-19 up with a spouse.

Note: If you have fewer than 45 students, have them place pieces of paper or books on Step 1 to represent their children. Or, you can go through four generations only, requiring 31 students. Refer to the charts on page 41.

8. After five generations, tally the number of people on each step, make a bar graph and count the number of people who "died." How do these figures compare to the first simulation?

Discussion Questions:

1.Do you think there are a lot of situations where families follow either of c=1 these models? Why not? a

No. The sizes of generations in most families vary over time. People's family-size decisions depend on many things: marital status, economics, desire for more or fewer children, ability to have children and career choices, to name a few. 63 ©1996 Zero Population Grown) People and the Planet 39 2. What difference would it make if millions of couples decided to have three children instead of two?

The population would grow quickly if the average number of children per family was 3 instead of 2.

3. How would the simulation change if the youngest generation began bearing children before age 20? vim The younger people bear children, the likelier it is that there will be more generations of a family alive at one time, especially if this trend continues. Studies show that the younger people are when they bear their first child, the more children they are likely to have during their lifetimes.

Follow-up Activity:

Now that students understand the different growth patterns between two- ,a,------and three-child average families over time, follow this activity with Family Perspective. This activity illustrates the true family sizes over several generations of the students' own families and allows for discussion on how family size decisions are sometimes made.

Step 1 Step 2 Step 3 Step 4

Beginning of 4 0 0 0 simulation

After 1 minute 4 4 0 0

After 2 minutes 4 4 4 0

After 3 minutes 4 4 4 4

After 4 minutes 4 4 4 4

Three-Child FamilyNumber of Students on Each Step

Step 1 Step 2 Step 3 Step 4

Beginning of 4 0 0 0 simulation

After 1 minute 6 4 0 0

After 2 minutes 9 6 4 0

After 3 minutes 12 9 6 4

After 4 minutes 18 12 9 6

Models of Families for Stage Stepping Two-Child Model

60.100 (4)

40-59 0000 (4) 20.39 0000 (4) 0.19 (4) "It Models of Families for Stage Stepping Three-Child Model 60-100 00(6) 40.59 000000000(9) 20.39 000000000000(12) 0.19 000000000000000000(18)

Introduction: These two activities encourage students to consider the relationship between individual family-size decisions and population trends in the larger society. It Concepts: is very important to be nonjudgmental as these matters are discussed in class Each individual's decisions and to encourage students to be tolerant of other family lifestyles. The point about childbearing contri- is not to focus the class' attention on individual students' families or on any butes to population trends. particular family size as optimal, but to trace family-size trends generally and Personal family size decisions examine how individual decisions collectively influence larger population are influenced by the values trends. Emphasize that the class is gathering data to determine the average. of the larger society, and one's personal family-size decisions, Some families will always be bigger and some smaller than the average, and in turn, have an impact on this is to be expected. the larger society. Materials: Objectives: Students will be able to: Part 1: Calculate family-size trends Student Worksheets (one per student) in their own families and the Calculators (optional) "society" composed of class members and their families. 3 pieces of different colored paper per student (small squares) Identify at least two cultural values that may influence an Part 2: individual's family-size Coin decisions. Discuss impacts their own Chalkboard and chalk or paper and pencil family-size decisions may Calculator (optional) have on the larger society. Butcher paper Marker Subjects: Sticky dots Math, Family Life Education, Ruler, yardstick or other straight edge Social Studies, Science Part 1: Surveying Family-size Trends Skills: Calculatingaverages Procedure: and probability, rounding numbers, gathering data, 1. Have students complete items 1-4 on the Student Worksheet. Students may graphing, critical thinking, substitute a guardian or other adult relative for mother or father in answer- identifying trends ing these questions if they prefer; some students may not have knowledge of a parent. Method: Students complete a math 2.Distribute one piece of each of three colored papers to each student. activity on family-size trends Have students put their answers to item #1c on one color paper and pass and a simulation on family- the papers to a student who has been designated to tally the answers. size decision-making. Have them do the same for their answers to item #2 and item #3.

3.Each tallier will then determine the class average for each generation.

4.Graph these results on the chalkboard or on a bulletin board display. 42 People and the Planet ©1996 Zero Population Growth MST COPY MAMIE 66 5.Ask students to describe any family-size trends they observe in the larger "society" formed by themselves and their relatives. Now have them respond to item #5 on their worksheets.

Part 2: It's a Toss-up Procedure: Many students want to have a boy and a girl when they have children, but what happens if they don't get a boy and a girl right away? This exercise simulates the kinds of situations people face in planning their families.

1. Take out a coin and announce that heads means a girl and tails means a boy. Ask one student to flip the coin to determine the sex of his/her first child. After seeing whether the child is a boy or a girl, the student must decide whether to flip again (have another child) or stop. Continue this process until the student's "family" is complete. Then record the total number of children the student "had" on a frequency table or bar graph as described below, and invite the next student to flip the coin.

2.A fun and effective way of recording the frequency of students' completed "family sizes" is to have them build a bar graph using sticky dots and butcher paper. On the paper, draw a horizontal line to serve as the bottom of the graph and a vertical line to serve as the left side of the graph. On the horizontal axis, labeled "Number of Children," mark off numbers from 0 to about 8 at regular intervals, leaving extra room at the right in case higher numbers are given. Label the vertical axis "Number of Responses." As students finish their turns, have them each place a sticky dot over the number of children they "had" so that they build vertical columns of dots.

3.When everyone has had a turn, ask students to calculate the average number of children the class "had." Compare this figure with the average number of children students originally said they wanted to have, assuming they could provide for them (item #3 on the Student Worksheet). Chances are the average number of "actual" children will be higher than the original average number of "desired" children.

4)4/1°1°141°

Z 1.Did most students "have" the number of children they originally said they wanted? Why? O 2.What factors, besides income, determine how many children people have?

Possible answers might include cultural and religious traditions and values, family traditions, career choices, lifestyle and use of family planning.

3. Why might a boy child or a girl child be preferred? How might this preference vary from one culture to another?

Parents may feel that they could better "relate" to a boy or a girl based on their own experiences. There are also stereotypes that might determine preference, such as that "girls are better behaved than boys." In many developing countries, parents depend on sons to help support them in their old age, while girls are often married off to live with their husbands' families.

4. What difference does it make to a society's population whether there is a tradition of large families or a tradition of small families?

In a society where most people have many children, the population grows quickly and the society must provide more goods and services for more people.

5. How do your personal family-size decisions affect other people in the society? How do they affect the natural environment?

One person's decisions may not seem very significant in a large society. However, each person's decisions multiplied by everyone in the society add up to a lot. This is the same principle as voting in a national election. Think about what would happen if everyone makes the same choices as you do.

Part 2 was adapted with permission from Carolynn S. Howell, Palm Bay High School, Melbourne, FL. Follow-up Activity:

From It's a Toss Up, students can see that desire for children of different genders sometimes determines family-size decisions. Another key determinant is family economics. For instance, during the Great Depression of the 1930s, American families were relatively small because couples could not afford to feed and take care of many children. During the years after World War II, the country experienced economic prosperity, contributing to the prolonged U.S. baby boom (1946-1964) where couples had more children. Discuss with students the different costs associated with having children (including education, health care, food, housing, clothing, transportation, recreation, etc.) and why it is important for prospective parents to be sure they can

44 People and the Planet ©1996 Zero Population Growth 68 provide for their children. You may wish to have students research how much it can cost to support an average family of four in the United States. They can accumulate their data by saving weekly grocery receipts and checking the newspaper for average home prices and rentals in the area, car prices and so on.

Groceries: $5Z2 1 /week

Rent$600/month

Car Payment:$240/month

FAMILY PERSPECTIVE Surveying Family-Size Trends Student Worksheet

1. Generation One You may substitute a guardian or other adult relative for mother or fatheras you answer these questions if you wish.

a) My mother's parents had children, including my mother.

b) My father's parents had children, including my father.

c) The average number of children in my two parents' families (Generation 1) is (Don't worry if the number includes a fraction or decimal place.)

I 2. Generation Two My parents have children, including me.

3. Generation Three I would like to have children when I grow up, assuming I can provide for them.

4.Is there a family-size trend in your family? (Is the number of children getting larger, getting smaller, holding steady?) Describe whatyou see.

5.How does the family-size trend in your family compare with the trend in the larger "society" composed of your classmates' families?

Extra Credit Project: Gather this kind of data for 50 differentpersons. Prepare a presentation about family-size trends in this sample population, eitheron poster board or as a report.

Introduction: It's been said that every person on the planet, around six billion of us, could fit into the state of Texas. But being able to fit a certain number of people into a space doesn't mean they'd be able to live there for any length of time. We Concepts: need more than just a certain amount of space to survive; we need things like Every piece of land has a food and water. There isn't enough farmland or drinking water in Texas or in limited carrying capacity for all of North America, for that matter, to support six billion people. Texas, the the number of animals and/ United States and the planet all have limits to how much they can give to or humans it can support. support people. Every habitat does. This simulation helps students under- Objectives: stand the concept of carrying capacity by having them act out the survival Students will be able to: attempts of cougars living in an area with limited food resources. . Act out their roles as cougars trying to amass food Materials: for survival. lo-Calculate the amount of 200 small paper cups to represent animals (prey). They are marked on the "prey" they gathered in bottom as follows: kilograms. ail. Define carrying capacity 100 cups marked S (squirrel = 1 kg) and explain how it relates to 50 cups marked R (rabbit = 2 kg) animals. 30 cups marked P (porcupine = 7.5 kg) 10- Determine the similarities 19 cups marked B (beaver = 20 kg) and differences between ani- 1 cup marked D (deer = 75 kg) mal and human population growth patterns. Blindfold (could use a scarf or bandana) Subjects: Science, Math, Social Studies Procedure: Skills: 1.Select a certain surface on which to spread the paper cups. This could be a counter or large table or the floor in one corner of a room or outdoors in Observing, understanding cause and effect, adding, role the school yard. Set the cups out upside down so the students can see the playing, using metric system letters marked. Using the list above, write the names of the five types of prey and the number of kilograms of food provided by each on the chalkboard. Method: Students will gain a better 2. Indicate the area where you have set out the cups. "This is the habitat of a understanding of what is population of cougars, or mountain lions. Each of you represents one meant by carrying capacity cougar. Right now you will each try to find enough food in this habitat to when they act as predatory survive for about a month, which is about 50 kg." animals in a finite area and attempt to accumulate 3. Select one student from the class and explain, "This cougar has been enough food to stay alive. injured by tackling a big buck and now has a broken leg so that he/she will have to hunt on one leg." Tell the student to hop. )t 4. Select another student. "This cougar is blind due to an injury caused by a porcupine." (Give the student a scarf or bandana to use as a blindfold.)

©1996 Zero Population Growth 7 1 people and the Planet 47 BEST COPY AVALASUF 5. Select a third student. "This cougar is a female with two cubs and each cub needs 25 kg of food to live, so if they are all going to survive, she needs to find 100 kg of food."

6. Indicate the list on the board and read it aloud to be sure the students understand what they're looking for. Ask each student to set up a cougar den by selecting a small area where he/she will bring his/her prey. This could be a student's desk or areas along the wall.

7. Give students the following instructions: "Each cougar must walk into the habitat to hunt. (Cougars don't run down prey, they stalk it.) When a cougar finds a prey animal, he or she picks it up and carries it to his or her den. Each cougar can only carry one prey animal at a time. Remember that in the wild, cougars don't fight over prey, as a resulting injury may kill them." The students continue to repeat the process until the game is over, picking up just one prey species per trip.

8. When all the paper cups have been gathered, the game is over, and each student returns to his/her desk to calculate the quantity of food he/she gathered.

9. Ask students to announce to the class the amount of food they gathered. On the chalkboard, record these numbers vertically in descending order. Then, draw a horizontal line at "50" to represent the amount needed to survive. Any cougars who gathered 50 kg or more would survive, while the others would not. Note: You may need to adjust the amount of prey needed to survive based on the number of students in your class. With the amount of prey available using 200 paper cups, about 10-18 cougars would survive. This would be an appropriate portion for a class of 25-30 students.

Discussion Questions:

1.How many kilograms did each cougar gather? How many cougars can survive in the habitat? If more cougars played the game, would the habitat support them? Why?

Having more predators than prey would mean fewer prey animals would survive to reproduce. Because more would be taken out than was being put back, the food supply wouldn't be sufficient to support the cougars.

2. How many kilograms did the blind cougar gather? The injured cougar? The mother cougar? What are the chances of her cubs surviving in this habitat? Can a blind or injured cougar survive in the wild? Who is the mother going to feed first?

She will probably feed herself first to keep healthy so that she can tend to her cubs. If she doesn't survive, they have no chance at all. Even if this litter doesn't survive, perhaps the habitat will support healthy cubs in the future.

48 People and the Planet ©1996 Zero Population Growth 3.Who got the deer? The deer was worth 75 kg of meat, which is half again as much food as any cougar needed for survival. Would a real cougar have continued to hunt after getting that much food? Why or why not?

No. Animals in the wild only hunt and eat when they're hungry they only take as much food as they need.

4. What would happen to the cougar population if all the rabbits died of a disease?

This would cut the cougars' food supply significantly. They would have to eat more of the other animals than usual to make up for the lack of rabbits, which would reduce the populations of the other prey animals.

5. Conversely, what would happen to the cougars' prey animals if the cougars' numbers dwindled as a result of humans hunting them intensively?

Just as the cougars compete with each other for the prey animals, the prey animals compete with each other for their food the plants within the habitat. If the cougars are not around to keep the herbivores' numbers in check, the area will not be able to provide enough vegetation to support the extra animals.

6. What would happen to the cougar population if the water became polluted?

The cougars and all the other animals drinking that water would become sick and some of them might die. If different proportions of predator and prey animals died, it could upset the balance of the food chain.

Why would the concentration of the pollutant be greatest in the cougars?

All creatures store the pollutants they've consumed over their lifetimes in their bodies they never go away. Because the cougars are at the top of the food chain, they are not only getting their share of the pollutant from the drinking water, but they are taking in all of the pollutants stored in the tissues of each animal they eat.

7. Though this game is about the carrying capacity of cougars in a region, do the same rules apply to humans? How are they similar? Owl

Yes. One similarity is that humans are at the top of the food chain. Another is that, just as the cougars competed for prey in their hunting area, humans compete for a limited number of resources within our habitat (society).

How are they dissimilar?

An example of a dissimilarity is that humans generally don't stop "hunting" when we have enough; we continue competing for more than we need.

As individuals, we compete mostly for money and the things it can buy. We also compete over means of becoming more lit to compete for money, through things like education and jobs. As nations, we compete for resources like land, water, gasoline, oil, timber, minerals, etc.

Follow-up Activity: Once students have grasped the concept that the size of an animal population depends on the amount of available resources, extend the idea of carrying capacity to humans through one or both of the following two activities: "World Real Estate" and "Crowing Pains in Texas Hill Country."

Introduction: Every environment has a carrying capacity the point at which it can no longer support additional members of a species with the natural resources they need to survive. When asked to determine how much land a human Concepts: being needs for survival, students may think only in terms of their living The size of any population, space. They often do not realize how much land is needed to provide them including the human popu- with food, fuel, shelter and textiles for clothing. lation, must have an upper limit, as there is only a finite Part 1 below is a demonstration that makes an excellent opener for a lesson amount of essential resources to support the population. on carrying capacity. Part 2 presents students with a number of problem- solving challenges related to world land use. Objectives: Students will be able to. Materials: Define carrying capacity. 01. Calculate land availability Part 1: per person. or. Identify what portion of Large apple the Earth is arable land. Kitchen knife Part 2: Subjects: Science, Math, Social Studies Student Worksheets (one per student) Calculator (optional) Skills: Estimating, calculating percentages, dividing, Part 1:Earth: The Apple of Our Eye graphing, critical thinking Procedure: Method: I. Tell students to think of the Earth as an apple. Slice an apple into quarters Students observe a demon- and set aside three of the quarters. Ask, "What do these represent?" The stration of world land use oceans of the world. The fourth quarter roughly represents the total land and determine approximately area of the world. how much of the Earth's surface is land used to grow 2. Slice this "land" in half. Set aside one of the pieces. The portion set aside food crops. They then calcu- represents the land area that is inhospitable to people: the polar areas, late how much land there is for each person on Earth, deserts, swamps, very high or rocky mountains. Ask, "What fraction do we given different population have left?" (1/8). The piece that is left is land where people live but do not sizes, and what types of necessarily grow the foods needed for life. habitat make up the land.

3. Slice the 1/8 piece into four sections and set aside three of these. Ask, "What fraction do we have left?" (1/32). The 3/32 set aside represent the areas too rocky, too wet, too cold, too steep or with soil too poor to actually produce food. They also contain the cities, suburban sprawl, highways, shopping centers, schools, parks, factories, parking lots and other places where people live but do not necessarily grow food.

©1996 Zero Population GrowthBEST COPY AVAILAZLE People and the Planet St 4. Carefully peel the 1/32 slice of Earth. This tiny bit of peeling represents the surface, the very thin skin of the Earth's crust upon which humankind depends. It is less than five feet deep and is a quite fixed amount of food-producing land. ii 5. Explain that protecting our land resources is very important. Advanced agricultural technology has enabled the world to feed many of its people. But, with a fixed land resource base and an ever-increasing number of people to feed from that fixed base, each person's portion becomes smaller and smaller. It is essential to protect the environmental quality of our air, water and land.

Part 2: Shares of Mother Earth Carrying capacity for each animal species depends upon the amount of natural resources available on a given area of land. For example, to raise one cow, you would need one acre (about the size of a football field) of very rich pasture land, or ten acres of range land, or 100 acres of scrub land.

Procedure: Duplicate the Student Worksheet on pages 55 and 56 so that each student will have a copy. Have students answer each question on the worksheet. They may be instructed to work independently or in pairs or small groups. Then lead a class discussion of the answers (given below) and the extended learning questions. Answers to Student Worksheet Questions: 1.All student estimates should be allowed, no matter how farfetched. For the sake of class discussion, the actual amounts of land needed for the animals listed are as follows: a. 1 acre. b. 1.2 acres. c. 32,000 acres, or 50 square miles. d. 38,400 acres (60 square miles) if it is male or 3,200-12,800 acres (5-20 square miles) if it is female. e. 8,000 pounds of fish (in a pond 40 feet deep at the center). f. There is no one right answer to this question, since different lifestyles would determine how much land a human requires. A wealthy American celebrity may require millions of acres to gratify his/her desire for fine clothes, food and homes, while a resident of a poor African village may only require two or three acres of land. According to Dr. Edward Passerini of the University of Alabama, 2.5 acres would be about the minimum amount of land that a human would need to survive.

2. a. Student estimate. b. How many people there are and how many acres of land there are on Earth. c. 5.7 acres. d. It will get smaller.

4. Year Number of People Acres/Person* (in billions) (Rounded to nearest whole number)

1000 0.3 113 1100 0.4 85 1200 0.4 85 1300 0.4 85 1400 0.2 170 1500 0.4 85 1600 0.5 68 1700 0.7 49 1800 1.0 34 1900 1.6 21 2000 6.1 6 2025 8.3 4

* The U.S. Department of the Interior, Geological Survey estimates the total number of acres for the world's land mass, not including Antarctica, to be approximately 34 billion.

5. 10 200

150

100

50 2

1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1000 1100 1200 1330 1200 1300 1600 1700 1063 1000 2000 2027 01000 1100 1200 1300 1300 1300 1600 1700 1010 1900 2300 2625

Bonus question: 90,000,000 people (90 million)

1. How do you explain the dip in population between 1300 and 1500? What are some possible explanations for the sharp increase in population from 1800 to the present?

The dip in population between 1300 and 1500 was largely due to the spread of the deadly bubonic plague (also called the Black Death). It killed about 75 million people in Europe and Asia. The sharp increase in population has been a result of advances in science and technology that have allowed people to live longer. These include better nutrition, sanitation, food production and modern medicine. At the same time, both rates have not dropped to the levels of death rates in most parts of the world.

2. How do you think the quality of life will change by additional increases in human population? How might it get better? How might it get worse?

3. As we use more and more land for the needs of people, what will happen to the animals and plants that are now living on the land? Why?

As animal and plant habitats are used for human habitats, the populations of those other species are likely to decrease, creating more extinct and endangered species.

Part 1 originally appeared in KUITATK, a Native American Science Education Association publication.

Part 2 adapted with permission from Mike Weatherby, Kilo Junior High School, Federal Way, WA. * \

MEM I

WORLD REAL ESTATE Student Worksheet - Page 1 of 2

1. How many acres of land do you think each of the animals below would require to accommodate all their needs for an entire life span? The acres could be jungle, grassland, pond or whatever your animal required. Remember, an acre is about the size of a football field and the animal must get all of its needs from its habitat.

a) A cottontail rabbit needs acres of land for a lifetime. b) A chipmunk needs acres of land for a lifetime. c) An African elephant needs acres of land. d) A black bear needs acres of forest land. e) You could raise pounds of fish in one acre of a deep pond. f) A human being needs acres of land.

2. a) If we divided the entire land area of the world up into acres and gave every person on Earth an equal share of acres, how many acres do you think your fair share of land would be?

b) To determine the actual amount, what would you need to know?

c) If there are about 6 billion people on earth and the Earth contains about 34 billion acres of land, what is your fair share of land? acres.

d) What will happen to your fair share of Earth if the world's population continues to grow?

3. Now that you know how much land you have, you also need to know what type of land it is. You can figure out how much of your land is forest, meadow, wasteland, farmland or pond by multiplying the decimal amount times your total acres. (For example: To determine how much farmland you have, multiply 0.11 times your total share of land.)

If 30% of your land is forest, acres are forest. If 26% of your land is meadow, acres are meadow. If 30% of your land is wasteland, acres are wasteland. If 11% of your land is farmland, acres are farmland. If 3% of your land is pond or swamp, acres are pond or swamp.

4. Find out how many acres of land people had in the past and how many acres people will have in the future for the following years. Remember, divide billions of people into 34 billion acres of land.

WORLD REAL ESTATE Student WorksheetPage 2 of 2

YEAR BILLIONS OF PEOPLE ACRES/PERSON 1000 0.3 1100 0.4 1200 0.4 1300 0.4 1400 0.2 1500 0.4 1600 0.5 1700 0.7 1800 0.9 1900 1.7 2000 6.1 2025 8.3

5. Obtain two pieces of graph paper from your teacher. On one, graph population growth for each of the years listed above. On the other, graph land per capita for each of thosesame years. For comparison, make both graphs about the same size.

Bonus Question: If the world's population of 6 billion is growing by 1.5%, how many additional people will there be after one year?

BEST COPYAVAILABLE The Balance Of Nature

In Part 1, we learned about how populations grow and that there are limits to how large a population can become, since we all need food, water, shelter and energy sources to survive.

It's important to remember that the Earth is a finite system. There will never be more water on Earth and in the atmosphere than there was a million years ago, or is now, so we must not pollute it. There is only so much land on which to grow food, trees and fibers for clothes, and to build houses and stores, so we must take care of it. There are only so many minerals and fuel sources in the ground, so once we use them up, that's it.

Protecting Biodiversity Our planet is home to so many different kinds of life forms and we depend on this diversity in nature for survival. The many different plants and trees provide us with food, oxygen to breath, wood, paper, shade, medicine and more. Animals eat plants or smaller animals and some become food for us. While there are some animals we eat, most we depend on without even knowing it. What would happen, for instance, if there were no bees to pollinate the flowers? Or spiders to eat smaller bugs? Or worms to decompose plant life and make the soil rich for growing things? All of this biodiversitymakes Earth the wonderful planet it is.

This is why it is important for the size of the human population to be in balance with the Earth's other creatures and with our natural %ow resources. As the human population grows, people need more land for building houses, factories, roads, schools and shops and for disposing of waste. They also need to produce more food to feed more people. But the Earth is finite. Whatever tr''''1111 land is being turned into human habitat is taken away from animal and plant habitat. The result is smaller populations of fewer species. Already, scientists estimate that 100 plant and animal species become extinct every day!

©1996 Zero Population Growth People and the Planet 59 82 Preserving Precious Land Expanding human habitat does more than simply rob other species of homes. It can affect our planet's ecosystems and atmosphere in countless ways. For instance, each year, 27 to 28 million acres of forests (about the size of Pennsylvania) are cut down to create more farmland and obtain wood for fuel and other uses. The loss of these forests affect the entire Earth.

We all depend on forests, especially the tropical rainforests of Asia, Africa and Latin America, to control the world's weather patterns. Forests absorb the excess carbon dioxide / (CO2) released from burning fuels in our cars, homes and businesses. Carbon dioxide in the air traps more of the sun's heat, not letting it escape back into space. The trapped heat //WW keeps the Earth warm like a greenhouse. Most climatologists think that people's increased use of fossil fuels is causing the average temperature of the world's atmosphere to rise. This "global warming" can cause serious climate changes, such as droughts in farm areas and flooding in low lying areas and coastal areas.

When trees absorb CO2, they produce more oxygen for us to breathe. What's more, tree cover prevents rich soil from eroding. Wherever trees are removed, the soil loses I the shelter of branches, leaves and roots that protect it from being blown and washed away. Topsoil is threatened in other ways as well. In search of food, growing numbers of people have expanded their livestock herds. These billions of animals graze the world's grasslands to dust without giving the grass a chance to regrow. Croplands, too, have been destroyed as the rich topsoil erodes after being overworked and misused.

Mining operations can also damage precious land. Our Earth is rich with minerals we rely on to produce so many products we use every day, from the building materials of our homes, cars and appliances to our food containers, tires, cleansers and art supplies. Some minerals are very common (like salt) and others are much rarer (like gold). As the human population grows, the demand for minerals grows as well. Minerals are nonrenewable resources. Once they are used up, they can never be replaced. Extracting minerals from the ground often destroys needed topsoil.

Conserving Energy The way we live also affects the balance of nature. Every time we use energy by driving in a car, turning on lights, TV or other electrical appliances, we are using fuel. This might come from oil, coal or natural 60 People and the Planet ©1996 Zero Population Growth 83 gas, which are all in limited supply under- 80 AUTOMOBILES FOR EVERY100 PEOPLE neath the Earth's surface. In one year, the 70 average American uses energy equal to 45 60 barrels of oil, 15 times as much as the 50 ikoliaqs average Chinese. This is not surprising 40 14Q1,5 considering that Americans enjoy a high 30 44QIIS standard of living with many energy- 20 powered conveniences, such as air 10 conditioners, hot water, stereos and 0 14Q* I computers. There is one car for every two Brazil China people in the United States compared to Mali United one car for 200 people in China! States

Burning these fuels has a side effect they create air and water pollution. There are cleaner ways of producing energy for homes and businesses, such as energy from the sun (solar), water (hydro) and wind. These forms of energy are becoming more efficient and could be common ways to produce energy power in the future. In the meantime, conserving energy by turning off appliances when not in use and walking, biking or carpooling can go a long way to reduce fossil fuel use.

Buying Less, Pitching Less The way we consume items also affects our environment. The more we buy, the more there is to throw away, especially if an item has lots of packaging. On average, each person in the United States creates nearly four pounds of trash daily, more than people from any other country.

Most people don't give their trash another thought after they throw it away. But where is "away"? Garbage is usually put in landfills (big holes in the ground), or burned (creating more air pollution), or sometimes dumped into the oceans X (making it nasty and hazardous for the fish). Some of our trash, such as food scraps, decom- % poses quickly in the ground. Some of our Im trash, however, includes plastic and styrofoam containers, which do not break down into the soil and can last Keep thousands of years. America The less we buy Beautiful and the more we are able

©1996 Zero Population Growth People and the Planet 61 84 to reuse items or recycle them into other products, the better for the GARBAGE in selected cities' planet. Otherwise, we're stuck with more and more garbage that ONE PERSON'S won't go away as the number of people increases. Already our landfills are filling up and we are not able to build new ones fast enough NEW YORK 11114 to dispose of all our waste. Besides, no one really wants new trash dumps built close to his/her neighborhood. TOKYO ILW 2.4 PARIS Sustaining a Healthy Planet 1.9 It may seem like we still have plenty of natural resources, HONG KONG open land and species on the planet today. What about in the 11 years to come? By having a balance of people and natural CALCUTTA I resources and protecting other species, we can work to sustain 'Figures are for 1980 INpounds per day a healthy planet and good quality of life for all. This means only using what we need, so that we can leave plenty for our children and their children. Trees that are cut down must be replaced. Waterways should be kept free of pollution. Energy resources should be conserved, while we develop cleaner and more efficient energy sources for the future. And we must be aware that if the human population continues to grow rapidly, we will tip the balance and not be able to sustain our life support systems.

Reading Comprehension and Analysis:

1.Name two ways that human population growth can affect the habitat of other species.

2. What are two practices that can destroy the topsoil needed to grow crops?

3. Do you think that the American lifestyle puts a greater strain on the Earth's environment than lifestyles in developing countries? Why or why not?

62 People and the Planet 85 ©1996 Zero Population Growth Glossary: biodiversity: the variety of species in nature and the genetic diversity within each species. climatologists: scientists who study climates. decompose: break down into smaller pieces. erosion: the wearing away by water or wind. extinct: no longer existing. When a plant or animal species dies off, we say it is extinct. (oc finite system: a system of resources in limited supply. The resources can be reused or recycled (like water), but you can never make more. All matter is created from other matter already in the system. fossil fuels: nonrenewable energy sources found beneath the surface of the Earth (oil, natural gas and coal). natural resources: raw materials supplied by nature. nonrenewable resources: a resource from the Earth in a limited supply that cannot be regenerated, such as a mineral. sustain: to prolong or maintain.

Introduction: "Everything is connected to everything else" is often called the First Law of Ecology. This activity encourages students to consider the connections Concepts: between aspects of our natural environment and human society. In nature, everything is connected to everything else. Human population growth, for Materials: example, is a factor that can Chalkboard and chalk have far-reaching effects on or the environment and society. Large pieces of butcher paper/flip chart paper Objectives Markers Students will be able to: Tape 1 Identify possible environmental, social, political and Procedures: economic effects of a growing world population. 1. Write the words "More People" in the middle of the chalkboard. Tell 10, Create a concept map students that you want them to think of what might be the environmental, within a cooperative learning economic or social impacts of there being more people. You may want to group or as a class to illus- provide an example, such as... "more people"... might mean "more cars on trate these cause and effect the road" or "more houses." Next to "More People," draw an arrow and add relationships. one of these concepts. Be sure to tell students that there are no right or wrong answers, but you may ask them to explain their proposed connec- Subjects: tions. Also, let them know that the cause and effect relationship can be Science, Social Studies positive, negative or neutral. Skills: 2. Invite students to come up to the board, a few at a time, to add to this word Drawing connections, web. They may add on to the central concept, "More People," or add on to explaining cause and effect relationships, working in a what someone else may have contributed. For each concept that a student cooperative group, concept adds, he/she should draw arrows to any of the other concepts that form a mapping cause and effect relationship. The object is for the class to create a large and interconnected web. Method: Students identify ways that 3. After all of the students have had a chance to contribute to the web and many factors in human have taken their seats, walk them through the web, starting from the society and the natural middle. You may wish to ask individual students to explain their additions environment are inter- to the web and to see if other members of the class agree or disagree. dependent by creating a concept map or "future wheel" as a class or in Alternative Procedures: cooperative learning groups. Instead of having students create one large future wheel on the chalkboard, divide students into groups of three or four and distribute butcherpaper and markers to each group. As cooperative groups, they will construct their future wheels, filling the paper as completely as possible. Then have each group tape up their future wheel and allow time for students to view each group's work. You may want to have a representative from each group explain some of the cause and effect relationships on their wheel. 64 People and the Planet 87 01996 Zero Population Growth BEST COPY AVAILABLE Future Wheel Sample

More Soil Erosion

Higher Less Unemployment Animal Less Habitat Glean Water

Endan- eredeyed Less ""Species Open Space

/More Inventions

More Pollution Mor-e Gas & Oil Burned

Less Fossil More Fuels Drilling Leelft

Using cut-out pictures from magazines, students can recreate their word web '" into a visual display on poster board or a classroom bulletin board. This way, the activity can be shared with other students in the school and with parents and community members for special event nights.

Introduction: As human populations grow, we require more human habitat for homes, roads, farmland, etc. To create more human habitat,we use land that has been home to other species of plants and animals. Thiscan alter the delicate web of Concepts: life, whereby each species depends on other species to survive. Biodiversity is important both: for :maintaining the It is estimated that there may be as many as 30 million plant and animalspecies health.and beauty-of our worldwide, although only 1.4 million have been named. Over half of allspecies planet's ecosystemi and the make their homes in the tropical rainforests of Asia, Africa and LatinAmerica. survival of all species.. includ Within four square miles of rainforest, a personmay find over 750 species of ing humans..Unfortunately, trees, over 1,500 different kinds of flowering plants, 125 different mammals, 400 Elliman :population -growth threatenss.to Undermine the kinds of birds, 100 reptiles, 60 amphibians and countless insects including diversity of life:on which we 150 types of butterflies! This variety not only adds to the beauty and richness of all depend. our planet it is also critical to human health and survival formany reasons. People depend on other species for food, medicines, industrial products and `'Objectives such "ecological services" as water purification, nutrient cycling and pollination. Students will be able to : . One-quarter of all drugs that doctors prescribe in the United States containa natural compound, often from the rainforest. :::Compare and contrast biodiversity °fa 1..T.S. temperate

The rate of deforestation, and therefore habitat loss, isnow greatest in the forestwith a.tropical.rainfOrest . tropical rainforests, where people cut down 26 millionacres (an area about 0., Explain:the impact of human the size of Pennsylvania) each year. That's 50acres per minute! Forests have PoPulation growth on the:-biodi,: been cut down so that the land can be used for agricultureas there are more VersitY of these two ecbsystems; :Hypothesize:.how peoPle and and more people to be fed. Even so, this land is not well-suitedto farming as ecosystems would:be affected if the nutrient-rich topsoil in the rainforestssoon blows away when there are no more tree roots to hold the soil in place, leading to desertification. Population certain species did not:exist. Research a rainforest. growth has also created an increasing demand for timber, for everything from species:and artistically repre-, chopsticks and paper to housing and furniture. Wood is the majorsource of sent its.Eimportance. (optional). energy in developing countries where population growth rates are highest. Subleetse: Materials: .SCience; Math, Art. SoCial Studies 1 1-dozen egg carton per student 1 10 oz. bag each of dry pinto beans and red beans Skills: 1 20 oz. bag of 15-bean soup mixture Observing, counting,... Optional: Just a few of some of the following peppercorns, coffee beans, analyzing data, critical. think pearl tapioca, barley, sunflower seeds, yellow and bluepopcorn kernels, apple ing,: researching,..visual arts and citrus seeds, cloves, whole nutmeg, chickpeas, pinenuts, pumpkin and watermelon seeds, fennel and caraway seeds etc. Method:.. 2 plastic containers ThrOUgh.a simple simulation . . 2 tablespoons and:subsequent-discussion,": 1 pair of dice stUdents:learn What is meant_.. Student Worksheet (one per student) by "bibdiversity,'! why .it is importantand the: itnpact human.populdtion groWth 90 can-have on biodiVersity..' 01996 Zero Population Growth People and the Planet 67 Part 1: Spilling the Beans on Biodiversity Procedure: 1. Mix the pinto beans and red beans together in a container. Pre-measure beans, ensuring that there is 1 Tbsp. per student.

2. Place 15-bean soup mixture (plus optional items if you desire) in another container. Again, pre-measure beans, ensuring that there is 1 Tbsp. of beans per student.

J 3. Give each student an egg carton. Have students open their egg cartons and number the "pockets" 1-6 near the hinge of the carton top. Each egg pocket = 1 acre of land. One row of 6 pockets equals 6 acresof temperate forest J that you might find in or near your own community in North America. The bottom row equals 6 acres of tropical rainforest as in Costa Rica, Brazil, Africa or Asia. Have the students number these pockets 1-6. Have the students label the top row, "North American Hardwood Forests" and the bottom row, "Tropical Rainforests." (See page 72.)

4. Pass around the container that holds the combined pinto and red beans. This mixture represents the relative biodiversity of a U.S. temperate forest. Have each student scoop out 1 Tbsp. and randomly scatter beans along the top row of egg pockets in the carton. Be sure not to get any into the lower row of pockets, as this is the ecosystem for the tropical rainforest.

5. Circulate the container that holds the 15-bean soup mixture. This mixture represents the biodiversity of the tropical rainforest. Have students repeat the same sequence as above, scattering the beans in the other row of 6 acres, making sure not to "spill the beans" in the top row of U.S. forest acreage.

6. Now instruct students to fill in the chart provided on the Student Worksheet to tally the biodiversity of each acre by counting, identifying and writing down: _Jr a. the number of different kinds of beans (species) and b. the total number of beans in each species.

1.What basic observations can be made from the U.S. temperate forest biodiversity data and the tropical rainforest data?

For the U.S. forest, there are lots of each kind of bean. Almost every acre has at least one of each bean. In the tropical rainforest, each acre is very different in bean composition no two acres are exactly (even closely) alike.

2. What do these beans represent in each forest?

The two different beans in the U.S. forest represent common plants and animals found in those woods. Of course, there are many more kinds of species. A 2:15 ratio was used to simplify the activity (and because there are only so many different kinds of beans in the grocery store). In an average acre of U.S. forests, there may be hundreds, or even thousands, of plant and animal species. Have the students suggest what species might be represented in their local woods. For instance, Loblolly Pine Thees (pinto beans) whose pine seeds are eaten by Blue Jays (red beans); Gray Squirrels (pinto beans) who nest in the cavities of mature White Oak Trees (red beans), etc.

The 15-bean mixture (and whatever you might add to it) represents the many different kinds of flora and fauna found in the tropical rainforests. Leaf-cutter Ants (lentils) that live in partnership with certain Fungi (baby lima beans) that grow nowhere else in ,the world except in leaf-cutter ant colonies; Poison-Arrow Frogs (blackeye peas) that lay their eggs in the water pools of Bromeliads (black beans); Hummingbirds (yellow split peas) that drink the nectar of and, in the process, pollinate Passion Flower Vines (green split peas); Rainforest Algae (small white beans) that grow in the hair grooves of the Three-toed Sloth (kidney beans), camouflaging the animal in a green fur coat; Wild Avocados (pearl barley) that bear the favorite fruit of Quetzal Birds (cranberry beans); hungry Jaguars (large lima beans) that pounce on their prey from tall Kapok Thees (garbanzo beans), etc.

Your students may note that the "decks were stacked" in this activity. In truth, a 2:15 bean ratio does not even reflect the overwhelming percentage of rainforest species. Even though rainforests occupy less than 7% of the Earth's surface, over half of all living things are found there. Take trees for example: A tropical rainforest contains an average of 20-86 tree species per acre compared to about four tree species per acre in a temperate zone forest in North America. The reason that tropical rainforests havea higher biodiversity is that they are believed to be the oldest land-based ecosystem on Earth. They have probably been around for about 60 million years, which is plenty of time for so many species to evolve to fit every available niche. Also, the warm climate and humidity keeps plants and animals from expending their resources on harsh winter survival. Costa Rica, though only the size of West Virginia, has more species of trees and birds than are found in all of North America!

Now let's see what happens when humans destroy the forest to create something else (houses, farms, ranches, timber operations, power plants, roads, etc.) Suppose two acres of both the temperate forest and the tropical rainforest are clear-cut, slashed and burned, or otherwise deforested.

1. Ask a student to roll the dice to determine which two acres are cleared (Example: Acres #2 and #5 or acres #1 and #4).

2. Instruct students to carefully remove ALL species from those acres on their egg cartons.

3. Ask students to look at their tallies written earlier, and to determine which species are negatively affected.

Discussion Questions: 1. How is biodiversity affected by human activity in the U.S. forest? In the tropical rainforest?

In the U.S. forest, there was a decline in the number of both species, but they still exist in the other acres that were not destroyed. In the tropical rainforest, there was significant loss of biodiversity. Some species were rare to begin with and their numbers have been further reduced. Some species may have only existed in the acres that were cut. Many rainforest species are vulnerable to extinction because they depend on other species in extremely specific ways. Whenever this kind of partnership exists, the extinction of one species often leads to the extinction of other species.

2. Can you think of ways that people could benefit from the richness of the rainforest without cutting it down? (Hint: What are some things we value that are grown in the rainforest?)

Biodiversity is immensely valuable, but this value is often not recognized. For example, the value of nontimber goods the forest provides the fruits, nuts, resins, oils, medicinal plants and tree bark, and subsistence food are ignored in economic assessment of forest use, but studies show their value may far exceed that of timber.

Part 3: What If? Procedure: Divide students into groups of four or five and give each group one of the discussion questions on the Student Worksheet. Allow the groups 10 or 15 minutes to discuss these "What If?" questions that help them explore the importance of biodiversity. Ask each group to jot down the three most important points in their discussion. When you bring the class back together, have each group present their question and the highlights from their discussion. 70 People and the Planet ©1996 Zero Population Growth 9 3 Follow-up Activity: Biodiversity: The Treasure Chest of Life Now that your students have begun to understand the importance of maintaining the planet's biodiversity, they can have a hand in educating others. Ask students to think of biodiversity as the "treasure chest of life" where each and every living thing glitters like a precious genetic gem. You can now put this thought into a 3-D display.

1. Borrow a trunk, like the kind you or one of your students might have in an attic, or have students decorate a big box to look like an old trunk.

2. Have each student research an obscure plant or animal found in a remote tropical rainforest like the rosy periwinkle found in Madagascar. Lots of books and magazines with rainforest information are available for background reading in libraries. Back issues of National Geographic, Ranger Rick and other wildlife magazines are good sources.

3. Take empty food boxes (cereal, detergent, etc.) of all different sizes and shapes and wrap them in recycled paper that has been artistically decorated with colorful illustrations of the rare plant or animal. Students could collage, paint, draw or stick "Sculpey" onto the box to decorate it. They could also glue leaves, twigs or grasses onto the box.

4. Wrap the box with leftover holiday ribbons and bow. Have students choose the most exciting "gift" their plant or animal offers the world and write it on a gift tag. How is it unique? Why is it truly precious? It's O.K. for a life form to exist just because it does, not just for the benefits to other species.

5. Put all "gifts" of biodiversity into the trunk. Place it in the school lobby and let people touch and read the gifts. You'll be sharing the gift of knowledge about biodiversity!

Parts 1 and 2 and the Follow-up Activity adapted with permission from Sheila Jones, Wake Soil and Water Conservation District, Raleigh, NC, as printed in The Conservation Catalyst Newsletter, Winter 1993-94. Part 3 adapted from "Biodiversity What Ifs?", from Community Connections, Oakland Museum of California, 1992.

A WORLD OF DIFFERENCE Student WorksheetPage 1 of 2

For each pocket in the egg carton, tally the number of: a) different kinds of beans b) number of each kind of bean

North American Hardwood Forests Top Row

Tropical Rainforests Bottom Row

AWORLD OF DIFFERENCE Student WorksheetPage 2 of 2

1. What would the world be like if no organism existed that decomposed (broke down into small pieces) dead things?

2. How would you feel if all the lions, tigers and bears in the world went extinct? If all the slugs, snails and worms went extinct? Which do you think would have a greater effect on your life? On the health of other animals and plants? Do these animals have dollar values that we can calculate and compare? What values do they have that we cannot put a price tag on?

3. Name as many objects in your homes as you can think of that come from a plant or an animal. Name 10 jobs that depend on plants. Can you think of any jobs that do not depend on any plant material?

4. There is a native plant that grows only in the area around your community. A particular butterfly will only lay eggs on this plant. Its roots are an important food for a species of native gopher, which in turn is a major food source for local hawks and coyotes. A group of your neighbors wants to plow the fields that contain the last of the plant to build a golf course. What would be your arguments for or against plowing the fields? Would your arguments be different if, instead of a golf course, the land were being developed for housing for low-income families, or for a factory that would give 200 people jobs, or for a retirement home for senior citizens?

5. Even within the human species, there is a great deal of diversity. What if this racial and cultural diversity did not exist? What would our world be like if all people looked and acted alike and shared the same views? Can you think of ways that diversity among people is essential for human survival, just as biodiversity is essential for ecological survival?

Introduction: People rely on wood from trees to heat their homes, cook their food and provide building materials and paper for homes, schools and businesses. The Concepts: more people there are, the greater the demand for wood. While it takes only With continued population seconds to cut down a tree, it takes years to grow a new one. We also depend growth and inadequate upon forests to regulate climate, clean air and water, conserve precious soil planning, renewable resources, and provide homes for many birds and animals. In almost every part of the such as trees, are often used world, trees are being cut down at a faster rate than they are being replaced. faster than they can be replaced. Materials: Objectives. Students will be able to: For each group of four students you will need: Complete a chart, calculat- 120 craft (Popsicle) sticks in a coffee can with a rubber band around them ing the number of trees being 32 craft sticks in a rubber band planted and cut in a forest as Stopwatch or clock with a second hand demand for wood increases. List ways that forests Procedure: can be preserved and what individuals can do to 1. Divide the class into groups of four students. For each group, assign the conserve tree products. following roles: lumberjack, forest, forest manager, timer. Write a short poem about the importance of trees 2. Give 120 craft sticks in a coffee can to each student representing the forest. (optional). These sticks represent the supply of trees available to the lumberjack for cutting. Subjects: Math, Science, Social Studies, 3. Give 32 craft sticks to the students representing the forest managers. Language Arts These sticks represent trees that will grow during the game. Skills: 4. The lumberjack records the transfer of trees each minute on a chart like Adding, subtracting, working the one illustrated. in cooperative groups, interpreting data, poetry writing Minutes Number of Number of Number of Number of Method: trees at new trees trees cut trees at In this role-playing simula- beginning end of tion, students observe what of minute minute happens to a forest when the demand for wood is greater 1 120 +4 -1 123 than the supply. 2 3 O I 4 5 6 7 8

74 People and the Planet 97 01996 Zero Population Growth BEST COPY AVAILARE 5. Begin the game when the timer gives the signal. After 15 seconds, the timer tells the forest manager to give the forest one tree. Every 15 seconds for the rest of the game, the forest manager adds another tree to the forest. In doing so, the forest manager simulates the average rate at which trees grow to maturity and become timber reserves in the real world.

6. Stop at the end of the first minute of the game and let the lumberjack remove one tree from the forest. The tree represents the amount of wood the world needs for heating, cooking and building materials at its present population.

7. Continue the game. At the end of each succeeding minute, the world's demand for wood doubles as a result of a growing population. At the end of the second minute, the lumberjack cuts two trees from the forest; at the end of the third minute, the lumberjack cuts four trees from the forest, and so on.

8. End the game when the wood reserves in the forest can no longer meet the demands of the lumberjack.

Discussion Questions:

1.How many minutes did it take for the lumberjack to cut all the trees in the forest? 4:3

Just over seven minutes. At seven minutes there would only be 21 trees left.

2. Was the forest always shrinking? Explain.

No. After the first minute, the forest increased by two trees and stabilized for another minute. After the third minute, the doubling of forest use led to the end of the forest.

3. If the forest manager could develop a tree that grows at a rate of one tree per second, would tree growth keep up with the timber demand? Why not?

No. The doubling of forest use due to increased population size would still lead to the demise of the forest. If the simulation was done with 60 sticks given to the forest each minute, it would only increase the life of the forest by two more minutes.

4. What could be done to prevent the demise of the forest?

The forest can be maintained only if we cut down what can be replaced and no more. This means conserving our use of tree products such as paper and lumber. However, if the human population continues to grow, so will the demand for these items.

©1996 Zero Population Growth 98 People and the Monet 75 Follow-up Activities: 1. Poet Ogden Nash wrote the following verse to describe his feelings about the beauty of trees and the danger they are in:

"I think that I shall never see A billboard lovely as a tree. Indeed, unless the billboards fall, I'll never see a tree at all."

Invite students to write their own short verse about trees. This could be in the form of a limerick, haiku or any other rhyming or nonrhyming verse.

2. Lead a brainstorming session with students on ways to conserve paper at home and in school in order to save trees. Write these on the board and try to implement the more practical ideas in the classroom, such as using both sides of paper.

3. Help students organize a schoolwide tree-planting day, where trees are planted on the school grounds. For more help in organizing such an event and securing saplings, contact a local nursery (which may wish to sponsor the event for great community publicity). Or, contact The National Arbor Day Foundation at 211 North 12th Street, Lincoln, NE 68508; (402) 474-5655 for more information.

Timber! originally appeared in 71vo Cans and Toucans: Exploring Shrinking Habitat developed by Biological Sciences Curriculum Study (BSCS), Colorado Springs, CO, for The National Science Foundation's National Science and Technology Week packet, ©1990.

--=0,

Introduction: Though water is a recyclable resource (we can, to some degree, clean and reuse it), it is not a renewable one (we will never be able to create more of it). Unlike some other nonrenewable resources, water is absolutely essential for Concept life. Science might be able to provide us with alternatives to gasoline, for Although water covers three- example, but there is no substitute for water. We must be careful in the ways . quarters.of the.Earth, only a we use and treat it. I smallfraction is available for hUnian consumption. As the Although 75 % of the planet is covered with water, only a very small fraction is population grows, water efficiency and conservation available for human use. Of the water that is available to us, some becomes conta- become more important. minated from human actions, such as toxic run-off from agriculture, factories, or pollutants that we dump into the water supply from our sinks at home. Objectives: Students will be able to Population growth over the past 30 years has caused demand for water to Identify what percentage double in about half the countries in the world. Residents of states with of the world's water is avail- rapidly growing populations, such as Florida, Arizona and California, as well able for human use. as citizens of other countries, are dealing with this dilemma on a daily basis, List many of their direct and often experience water shortages. and indirect uses of water Identify ways to conserve In addition to all of the water we use directly in our homes, we also use water water in their daily lives. indirectly to power electricity, irrigate farms and manufacture products. Americans consume an average of 1,600 gallons of water per person each day for these direct and indirect uses, more than three times that of the average Subjects: person in Europe. In the following activity, students will gain an appreciation Science, Math, Family Life for the ways we use water and the need to conserve it. Education

Skills:. Materials: EStimating, graphing,. 7 clear containers calculating, metric measuring, observing, researching, writing (2 one-liter containers; 5 smaller containers, one of which is plastic) 1 plate Method: Overhead projector Students observe a brief Masking tape demonstration on the.distri- Marking pen blition of the world's water One liter of water and then calculate how much Salt (34 grams) water they use on a daily basis, both directly and indirectly. Sand (approximately 250 ml) Blue food coloring 1000 ml graduated cylinder One eye dropper Graph paper Calculators (optional) Student Worksheet (one per student) Student Information Sheet (one per student)

EST COPYAVAILABLE Part 1: Only a Drop to Drink Procedure: Set-up: 1. Gather all materials.

2. Fill one small container with sand.

3. Fill a one-liter container with water, add 4 drops of blue food coloring and stir.

4. Label the other 5 containers as follows: a one-liter container "oceans" a small plastic container "polar ice" a small container "deep groundwater" a small container "fresh water" a small container "other"

5. Measure and set aside 34 grams of salt.

Facilitating the Activity:

1. Display the seven containers prepared for this activity.

2. Distribute copies of the Student Information Sheet. Explain that one liter contains 1,000 milliliters and that the graduated cylinder is one liter. Ask students to tell you how to distribute the one liter of water into the five empty containers according to the percentages indicated in Figure 1 on the Student Information Sheet. (97.1 percent of the water on Earth is found in the oceans. 97.1 percent of one liter is 971 milliliters. Therefore, pour 971 milliliters into the container marked "oceans.")

3. After you have filled the empty containers with the appropriate amounts of water, continue with the demonstration as follows:

a. Add 34 grams of salt to the "ocean" container; this will match the salinity of the water sample with the salinity of the earth's oceans (3.5 percent).

b. Set the "polar ice" container and the "other" container aside. We do not have access to this water.

c. Pour the "deep groundwater" into the container of sand.

d. Ask the students which of the containers represents fresh water that is readily available for human use. (They should easily see that only the jar marked "freshwater" has the readily available supply.) Initiate a discussion on the limits of freshwater supplies, the problems of population growth and distribution, and the contamination of existing supplies. Only a small part of this freshwater is accessible. The rest is too remote (found in the Amazon and Siberian rivers) to locate, too expensive to retrieve or too 78People and the Planet ©1996 Zero Population Growth 101 polluted to use. Hold a plate in front of the class and dramatically drop the usable portion of fresh water onto it. (Represent this portion as one drop of water from an eye dropper.)

Part 2: Water Use Audit Procedure: 1. Have students record how many 'gallons of water they think they use individually in an average day. Later, they will compare this estimated daily water use with their calculated daily water use.

2. As a group, have them list all the ways members of their class use water on a day-to-day basis. Distribute copies of the Student Information Sheet and Student Worksheet.

3. Using the data in the table, "Domestic Uses of Water," have them determine their individual water use per day for each activity that the class listed in Step 2. They should include their share of general family uses such as dishwasher and washing machine. Then they can determine their individual total water use per day.

4. Students should compare the individual water use calculated in Step 3 with the water use estimated in Step 1. Are their calculated figures higher or lower than their estimated figures? Ask students whether they consider themselves typical water users. Have them explain their answers.

5. Students should now draw a bar graph to illustrate how much water is used by their class for each activity. Which activities require the most water? Using the class average, students should also calculate the average use of their town and/or state.

Answers to Student Worksheet Questions: 1. Water is needed to grow the food and grasses the calf would consume.

2. Student answers will vary.

3. Student answers will vary.

4. Possible answers include purchasing and eating foods that require less water to cultivate (eating lower on the food chain); recycling items to prevent excessive use of water in manufacturing; driving less.

5. Possible answers include taking showers instead of baths; not letting water run while brushing teeth or shaving; fixing leaky faucets; installing water- saving devices for toilet and shower; watering lawn less frequently; and running dishwasher and washing machine only when you have full loads.

6. Student answers will vary. For further information on water contamination, you may wish to contact the U.S. Environmental Protection Agency, Public Information Center, 401 M Street, SW, Washington, DC 20460; (202) 829-3535.

1.Have students investigate new household products that conserve water (such as low-flush toilets, new shower heads, timed sprinklers, etc). Each student or group of students could be responsible for writing up a brief synopsis of the costs and benefits of one or two of these products.

2. Have students read their home water meters daily for a week, at thesame time each day, and report back to the class. They can then compare these readings to their estimates of daily water use. They can then read the meter for a second week, during which they implement many of the conservation measures suggested above.

Part 1 adapted with permission from the National Science Foundation. The original activity appears in the National Science and Technology Week Activity Guide, 1988 by the National Science Foundation, Washington, DC.

Part 2 adapted with permission from Biological Science Curriculum Study. The original activity appears in Biological Science: An Ecological Approach (Kendall-Hunt Publishing Company, 1987).

WATER, WATER, EVERYWHERE Student Information Sheet

DOMESTIC USES OF WATER Activity Gallons Used Brushing teeth 2-10 Washing hands 2 Shaving 20 (2/min.) Showering 20-25 (5/min.) Figure 1 Tub bathing 25-35 Flushing toilet 3.5-8 .1 %Other Getting a drink 0.25 (saltwater lakes, Cooking a meal 5-7 soil and atmospheric moisture, glaciers) Washing dishes by hand 30 (8-10/meal) O .3%Freshwater Automatic dishwasher 15 (rivers, lakes, House cleaning 7 shallow groundwater) Washing machine 24-50 Watering lawn 10/min. O .3%Deep groundwater Leaky faucet 25-50/day Faucet and toilet leaks in New York City 757 million gallons/day 2.2%Polar ice

INDIRECT USES OF WATER Agricultural Distribution Item Gallons Used of the 1 egg 40 1 orange 100 World's 1 ear of corn 76 Water 1 loaf of bread 142 971% 1 kg flour 165 Oceans )Supply 1 kg sugar 275 1 kg rice 1,101 1 kg beef 5,507

Industrial Item Gallons Used Industrial mining/manufacturing 183/person/day Cooling water for electric power plants 700/person/day 1 gallon gasoline 26-95 1 kg steel 77 Sunday newspaper 280 1 kg synthetic rubber 660 1 kg aluminum 2,202 1 car 94,825

WATER, WATER, EVERYWHERE Student Worksheet

1. There are many water uses that are not obvious to most people. Consider, for example, that 1.2 million gallons of water are needed to raise one calf until it is fully grown. Why doyou think so much water is needed to raise a calf?

2. Make a list of the ways you use water indirectly, for example, in the production of foodyou eat or materials you use.

3. Compare your list with the table on the Student Information Sheet, "Indirect Uses of Water." How many of these uses did you list?

4. How could you reduce your indirect use of water?

5. What could you do to reduce your direct use of water?

6. Is there any evidence that the water supply you use daily is decreasing in sizeor is being contaminated by pollutants? How could you go about obtaining this information?

Introduction: In the United States the automobile is a national passion. There is almost one car for every two people (including children) and close to four million Concepts: miles of public roads. With over 140 million cars on American roads and the number growing every year, it is no surprise that every city in the country The American dependence on cars creates problems for the experiences traffic congestion. Americans' dependence on cars has increased environment and community. even faster than population growth but has gone unquestioned despite the evident consequences. Objectives: Students will be able to: In this activity students will see that cars draw on our fuel supplies, create Complete math word pollution and change the character of communities. While improvements problems about cars, have been made, cars continue to be a major source of air pollution and prime congestion, gasoline use, contributors to global warming. In the United States automobiles account for and carbon dioxide. 53% of all carbon monoxide (CO) emissions, 30% of nitrogen oxides and 27% Describe the environ- of hydrocarbons emitted to the air.' All of this adds up to more smog above mental impacts of driving. our cities and dirtier air for each of us to breathe. When gasoline is burned, Suggest ways to decrease carbon dioxide is released into the air. Carbon dioxide (CO2) is one of the the effects of transportation primary gases that causes the "greenhouse effect." Nationwide, the production on the environment. and use of automobiles Subjects: account for 30%2 of Math, Social Studies, Science all the carbon dioxide released from fossil fuels. Skills: The more people there Analyzing data, identifying are on Earth driving fossil problems, brainstorming, fuel burning cars, the multiplying, dividing, corn- more pollution will be panng numbers, calculating generated and the quicker growth rates, converting our energy supplies will units of measure be depleted. Method: We usually build or widen roads to relieve traffic congestion, but this makes way Students assess the natural for more cars and more congestion. Expanding roads and parking lots paves over resource use, pollution and and divides open space, animal habitat and pedestrian-friendly community areas. community impacts associated with our population's driving In order to balance the continuing trends of population growth and desire for habits through a series of cars with the limits of the environment, planners, engineers, government math word problems, and they regulators and residents need to develop creative solutions. develop suggestions to meet the transportation challenges of the future. In other countries, people clearly make better use of buses, trains, bicycles and walking. In Europe only 40% of urban residents use cars while 37% use public transportation. The remaining 23% of the people walk or ride bicycles. In Tokyo, Japan, only 15% of people use cars to get to work. In comparison, residents of New York City, which has a comprehensive mass transit system, still use cars for two-thirds of all work-related trips.

©1996 Zero Population Growth 106 People and the Planet 83 Some innovative city planners look at the reasons behind each trip to see if changes in community layout could reduce the need for transportation altogether. For example, in Portland, Oregon, officials found that projected energy consumption could be reduced by 5% simply by reviving neighborhood grocery stores'. Telecommuting from locally centered offices or homes is another option being explored.

Even if we lessen the car's impact on the environment, population growth will still create a demand for more cars, which still translates into more traffic, paved areas, etc. Today's students will be called upon to meet these challenges in the coming deCades. The following activities encourage them to explore some of these "car troubles" and think about possible solutions to our "overdriven" society.

Materials: Student Worksheet (one per student) Calculator (optional) Newspapers and magazines with advertisements

Procedure: On the worksheet, students must solve word problems about cars. First, go over the information in the Introduction with your students. You may want to review the definitions of millions and billions before they embark on these tasks.

Optional warm-up activity:

Have students use a newspaper or magazine to find and cut out five adjectives that are used to describe cars or driving. Have the class make one big collage of these car images, noting whether each adjective came from an advertisement, news article or editorial. Ask them whether these adjectives suggest that the automobile is a national passion, a problem, or neither. At the end of the activity you may want to have them make another collage of their own images of car use in America.

Answers to Student Worksheet Questions: Driving to the Limit 1. There were 1.8 people for each car in the United States in 1993. J 2. a. In the 1930s, car, oil and tire companies bought up the city's electric trolley lines, and took them out to eliminate the competition from public transportation. (Other guesses encouraged.)

b. It would take someone in the Los Angeles area 2/3 hour, or 40 minutes to get to work if he/she were traveling 20 miles at 30 mph.

c. It would take that same person 80 minutes to get to work if he/she could only travel at 15 mph.

e. Student's interpretations will vary depending on whether they think population growth and use of cars will increase faster or slower than alternatives to driving and/or increased road capacity can be developed.

Gassing Up

3.a. If a person drives 10 miles to work in a car that gets the average 22 miles per gallon, 0.45 gallons of gas is consumed on the way to work.

b. If 30 people take a bus 10 miles to work and the bus gets 6.5 miles per gallon, 1.5 gallons are consumed by the whole bus, and 0.05 gallons per passenger.

c. The bus is the more energy efficient people-mover.

d. 74,898,000,000 gallons of gasoline are burned by the cars in the United States, combined, each year.

4.In the mid-1970s, the city of Portland, Oregon, found that it could reduce energy use by 5% simply by reviving neighborhood grocery stores. City officials found that people could take shorter car trips, or even walk to the nearby store in their neighborhood when they run out of something.

Human Masses, Greenhouse Gases

5.In the year 1900 the concentration of CO2 in the air was between 260 and 280 parts of CO2 per million. Now it is 350 ppm.

a. This is a 25-35% increase. )4,

b. If you were writing an article to get people to be more cautious about burning fossil fuels, you would probably use the 35% figure.

c. If you were trying to play down the problem, you would use 25%.

6.If we wanted to reduce our CO2 emissions so that we didn't add more to the atmosphere than it could absorb, scientists estimate we would have to limit ourselves to adding less than 9.8 billion tons each year.

a. Each person would be allowed to add 1.72 tons per year of CO2 to the atmosphere if permits were allotted equally to all people.

b. 9.42 pounds per day.

d.If Americans drive a total of 1.6 trillion (1,600,000,000,000) miles each year, they release 800 million tons of CO2 each year.

7. If average fuel efficiency increases from about 20 mpg to about 40 mpg, but the number of miles driven by all the cars on the road doubles from 1.6 trillion to 3.2 trillion, we will not have changed our total CO2 emissions at all.

8. 123,000,000,000 fast-growing young trees would be needed to absorb all the CO2 in 6d.

9. Student answers will vary depending on their household's car activitiesor lack thereof.

10. Electricity use, water heaters, power lawnmowers, boats, motorcycles and stoves use fossil fuels and contribute to the greenhouse effect. Anything else that burns fossil fuels also adds CO2 to the atmosphere.

Paving Parade 11.The Statistical Abstract of the United States estimates that there are 3,554,000 miles of paved public roads in the United States.

a) There are more people in the United States than miles of road.

b) The government spends $24,479 annually on each mile of road.

86 People and the Planet 109 ©1996 Zero Population Growth Discussion Questions: t 1.Planting trees can help combat global warming, but the single best way for people to reduce their impact on the climate is to cut down on the amount of carbon dioxide they add to the atmosphere. This means reducing their use of fossil fuels. What are some specific ways that people can do this?

Taking public transportation (e.g., buses, electrically powered trains, cable cars), making fewer unnecessary trips, carpooling, mixing exercise and transportation by cycling or walking to stores and work.

2. From 1975 to 1983 carbon monoxide, hydrocarbon, ozone and smog levels decreased in most U.S. cities because of some changes in cars and also because people moved away from cities to suburbs. These levels are on the rise again. Why do you suppose that is?

There are more people and more vehicles on the road.

3. The standard fuel efficiency for a company's fleet of cars has been 26 miles per gallon (mpg) since 1985. Technologies are available that could bring mpg to 60.4. Look in the car advertisements in the newspaper and find some mpg figures. Which types of cars are more fuel efficient?

Usually smaller, lighter, compact cars, which may be slower and less safe, have higher mpg's. Usually you find heavier, bigger and luxury cars as well as 4x4's to be gas guzzlers. A gas guzzler tax is applied to certain cars like Jaguars and Rolls Royces. The law mandates that the sticker price include note of a car's fuel efficiency.

4. What are the possible consequences of having more roads and parking lots?

Less natural landscape, less arable land to grow crops, less grazing land for animals, less natural habitat for most species of wildlife, more pollution, etc. (Let students be creative with this.) V

5. Ray Oldenburg, author of The Great Good Place, was told by a couple who had lived in Vienna, Austria, and Los Angeles, California, that "in Los Angeles we are hesitant to leave our sheltered home in order to visit friends or to participate in cultural or entertainment events because every such outing involves a major investment of time and nervous strain in driving long distances. In Vienna everything opera, theater, shops and cafes is within easy walking distance." Do you think car use in your neighborhood increases or decreases the sense of community? Why or why not?

110 01996 Zero Population Growth Nagle and the Planet 87 Follow-up Activities: 1. Have students explore particulate pollution in their neighborhoods by putting Vaseline on index cards and hanging them in various outdoor locations. After a week they can retrieve the cards and examine them with a magnifying glass to compare the pollution of busy intersections to that of quieter areas.

2. There are often local and national news articles on road expansions and other traffic issues that may be relevant. Have students express their views on these in a letter to a local government official. Be sure to have them include several persuasive arguments. Alternatively, you could invite a transportation department official to speak with the class.

3. Long-term Research Projects: As a class, brainstorm and create a list of all the possible things that could be done to improve transportation. Some of the alternative fuels being explored include ethanol, methanol and com- pressed natural gas, and each of these makes for a good science research project. Other approaches include promoting close-knit communities and telecommuting (to reduce the need for driving), bicycle use, carpools, mass transit and electric cars and adding gas guzzler taxes and increasing the fuel efficiency standards.

Have the class come up with a list of criteria on which to evaluate or compare the ideas (e.g, pollution, road area, energy sources, capacity, convenience, resource conservation, cost, popularity).

4. Students might discuss ways to cut back the community's use of cars and then design a publicity campaign regarding an aspect of transportation and/or create relevant and artistic posters.

Commuting in America, Eno Foundation for Transportation, 1987. The Greenhouse Rap, World Resources Institute, 1990. David Morris, Institute for Self Reliance, Speech at Twelfth International Pedestrian Conference in Boulder, CO, 1991.

Worksheet Question 1 I U.S. Statistical Abstract 1995, #1023. World Population Data Sheet 1993, Population Reference Bureau, 1993. Worksheet Question 3 U.S. Statistical Abstract 1995, #1042. Facts and Figures 1993, American Automobile Manufacturers :Association, 1993. (Note: Figure is for 1992). Worksheet Question 4 David Morris, Institute for Self Reliance, Speech at Twelfth International Pedestrian Conference in Boulder, CO, 1991. Human Masses, Greenhouse Gases Worksheet Introduction Worldwatch Paper #98: Alternatives to the Automobile: Thansport for Livable Cities, Worldwatch Institute, 1990. Worksheet Question 5 Firor, John. The Changing Atmosphere: A Global Challenge, Yale University Press, New Haven, CT, 1990. Worksheet Question 6 Stabilizing the Atmosphere: Population, Consumption and Greenhouse Gases, Population Action International, 1994. U.S. Statistical Abstract 1995, #1045. Worksheet Question 10 Car Thouble, World Resources Institute, 1993.

Discussion Question 3 Cogan, Douglas. The Greenhouse Gambit: Business and Investment Responses to Climate Change, Investor Responsibility Research Center, 1992. 001011.1.111 Discussion Question 5 David Morris, Institute for Self Reliance, Speech atl\velfth International Pedestrian C Conference in Boulder, CO, 1991.

Fun Facts The Keys to the Car, James J. Mackenzie, World Resources Institute, 1994.

@1996 Zero Population Growth 112 People and the Pionet 89 Name: Date:

TRANSPORTATION TALLY Student Worksheet - Page 1 of 4

Driving to the Limit

1. In 1993 there were about 146 million automobiles registered in the United States, while the country's population was 258 million. How many people were there for each car in the United States in 1993?

2. Los Angeles residents drive more than those in any other U.S. city. In the 1930s, car, oil and tire companies bought up the city's electric trolley lines, and took them out. Now visitors to the area notice how much people rely on cars there.

a) Why do you suppose these companies did this?

b) How much time would it take someone in the Los Angeles area to get to work if he/she were traveling 20 miles at 30 mph? (Use the formula: Time = Distance/Rate) hours. How many minutes is this? minutes.

c) As more cars fill the freeways the average speed will drop. How much time would it take that same person to get to work if he/she could only travel at only 15 mph ? minutes.

d) What is the difference in time between the two speeds? minutes.

e) Do you expect congestion on Los Angeles roads to get better or worse in the coming decades? Why?

TRANSPORTATION TALLY Student WorksheetPage 2 of 4

Gassing Up

3. As everyone knows, cars run on gasoline. In the United States the average car burns 513 gallons of gasoline each year. There are about 146 million cars on U.S. roads.

a) If a person drives 10 miles to work in a car that gets the average 22 miles per gallon, how much gas is consumed on the way to work? gallons.

b) If 30 people take a bus 10 miles to work and the bus gets 6.5 miles per gallon, how much gas does the bus consume? gallons. What is each passenger's share of gas consumed? gallons.

c) Which is the more energy efficient people-mover?

d) How many gallons of gasoline do all of the cars in the United States, combined, burn each year? gallons.

4. In the mid-1970s, the city of Portland, Oregon, found that it could reduce energy use by 5% simply by reviving neighborhood grocery stores. Why might this be?

TRANSPORTATION TALLY Student WorksheetPage 3 of 4

Human Masses, Greenhouse Gases

The "greenhouse effect" is caused by a layer of gases high above the Earth in the atmosphere. This layer traps the sun's warmth just like the glass roof of a greenhouse holds the warmth in for plants. Certain kinds of human activity create gases that add to this natural layer up in the sky. Ifwe add too many "greenhouse gases" to the air, the planet may gradually get warmer and warmer. This may cause droughts and may melt polar ice caps, which would cause the sea level to rise and flood lowareas of land. Or we may get more erratic weather in various places.

Carbon dioxide (CO2) is one of these greenhouse gases. Scientists researching prehistoric levels of CO2 find that although the levels go up and down somewhat with the seasons, making a zig-zag graph, the overall levels of CO2 have risen sharply since the time of the Industrial Revolution. When gasoline,or anything else for that matter, is burned, CO2 is released into the air. Nationwide, the production anduse of automobiles account for about 30% of all the CO2 created by using fossil fuels.

5.To describe how much of something is in the air, scientists use the expression "parts per million," or "ppm." Imagine a million purple dots and one orange dot. You could talk like a scientist and say "the concentration of orange dots in the area is one part per million." In the year 1900 the concentration of CO2 in the air was between 260 and 280 parts of CO2 per million. Now it is 350 ppm.

a) What percent increase is this? (Note: This will be a range.)

b) If you were writing an article to get people to be more cautious about burning fossil fuels, which figure would you use?

c) If you were trying to play down the problem, which number would you use?

a) How many tons of CO2 would each person be allowed to add to the atmosph&e if permitswere allotted equally to all people? (Use the 1996 world population figure of 5.7 billion people.)

b) How many pounds per day? (1 ton = 2,000 pounds)

c) Driving one mile releases approximately one pound of CO2 into the air, on the average. How far could you get on your allotted CO2 emissions by car?

d) If Americans drive a total of 1.6 trillion (1,600,000,000,000) miles each year, how many tons of CO2 do cars release each year? tons.

TRANSPORTATION TALLY Student WorksheetPage 4 of 4

7. If average fuel efficiency increases from about 20 mpg to about 40 mpg, but the number of miles driven by all the cars on the road doubles from 1.6 trillion to 3.2 trillion, how much will we have changed our total CO2 emissions?

8. Trees and other plants use carbon dioxide as they grow, and they produce oxygen that people breathe. In an industrial society, where more and more fossil fuels are burned each year, trees are vital to the health of our planet. One fast-growing young tree absorbs 13 pounds of carbon dioxide each year. How many of these trees would be needed to absorb all the CO2 in 6d? (Round to the nearest billion.) trees.

9. Determine to the best of your abilities how much carbon dioxide your household's car activities add to the atmosphere in a year: Find out how many miles the family drove in the past year and how many miles per gallon of gasoline the family car gets. (If there is more than one car, get these figures for each car.) Divide the miles driven by the miles per gallon to calculate how many gallons of gasoline the family car(s) burned during the year. Each gallon burned produces about 20 pounds of CO2. Show your work.

10. Only 30% of the CO2 that is released from burning fossil fuels comes from automobiles. What other kinds of human activity contribute to the greenhouse effect?

Paving Parade

1 1.The Statistical Abstract of the United States estimates that there are 3,554,000 miles of paved public roads in the United States.

a) Are there more miles of road or more people in the United States?

b) If the government spends $87,000,000,000 on roads per year, how much does each mile of road cost per year?

FUN FACTS! Electric cars do not have polluting tailpipes. If, by the year 2010, there are 14 million electric cars in the United States, about 1/2 million barrels of oil per day would be conserved by the year 2010. You can say that bicycles get 1,500 miles per gallon if you were to convert all the food energy that the cyclist eats to oil. ©1996 Zero Population Growth 116 People and the Planet 93 If Money Won't Buy It..

Introduction: How would we react if the government issued a new charge card to every individual, corporation and institution that had the effect of limiting our Concepts: purchasing power? The charge card would represent the number of "natural Modern economics do not resource units" (NRUs) that each of us, regardless of income, would be distinguish between renewable allowed to spend each year. The card would be used along with our monetary and nonrenewable resources. system and would be presented when purchasing items or services. A number Alt materials are quantified by of NRUs, corresponding to the environmental impact of the purchase, would a price that often does not account for the environmental be deducted from our annual allowance. cost to society. Materials: Objectives: Student Worksheet (one per student) Students will be able to: Rating Sheet (one per student) to. Determine how their consumer choices would be affected if a natural resource Procedure: rationing system were imposed. 1 To set the stage for this activity, tell students that they will be using the class Express their values as they period to spend a new kind of money. Describe the natural resource units make lifestyle decisions based system and distribute a Student Worksheet and a Rating Sheet to each stu- on a rationing system. dent. Students should consider the items on the sheet and decide how they 10. Calculate the environmental would spend their natural resource units during a one-year period. The cost of cost of everyday actions. each item in NRUs has been determined by considering the following impacts (see Rating Sheet): Subjects: Math, Science, Social Studies use of energy or resources disturbance of natural area Skills: pollution of air, water or land Adding, subtracting, inter- temporary disturbance (such as noise pollution) preting data, problem solving, decision making, critical 2.Go over the ratings on pages 97-98. Discuss with your students that they thinking will be limited to 30 NRUs and that they must determine their choices accordingly. Remind them Method: that this is only a simulation, As an exercise in critical for the environmental impact thinking, students evaluate listed accounts for the impact the environmental impact of of use and not for the impact their lifestyles. of production. The energy use of appliances shows the average number of kilowatt- hours (KWH) used per month as determined by the Lawrence Berkeley Laboratory.

94 People and the Planet 117 ©1996 Zero Population Growth The following figures are from The Consumer Guide to Home Energy Savings, published by the American Council for an Energy-Efficient Economy, Washington, DC, 1993. One KWH is the equivalent of a 100-watt light bulb turned on for ten hours.

Number in use Household product (millions) in the U.S. KWH/month clock 160 2 VCR 59 3 coffee maker 6 4 toaster 86 4 electric blanket 27 10 computer 13 11 color TV 87 21 spa/hot tub 2 192

3. Introduce students to the following facts on the energy use of home appliances and the fuel consumption of various vehicles.The use of gasoline to fuel cars, buses and planes also has a large environmental impact. Consider the average passenger-miles per gallon: 27 for air travel, 31 for an urban bus, 37 for a subway and 110 for an intercity bus. Pollution of air, water and land is either an indirect or direct effect of using these items. Motor vehicles add to air pollution and in some instances water pollution. The electricity required to run appliances results in air pollution at the electrical generating plant where fossil fuels are burned or can result in toxic waste at the nuclear power plant. If students disagree with any of the ratings, change them according to class consensus. If they would like to add other items to the purchasing list, have the class determine the cost of additions in NRUs.

Discussion Questions: O O When NRUs have been spent, go over the sheet and ask for a show of hands to indicate how many people selected each item.

1. Which actions or purchases were most popular?

2. What trade-offs did students make to stay within the limits of 30 NRUs?

3. Do the students think such trade-offs would be worth the benefit of a healthier, cleaner environment?

4. How would the students react if such a plan were initiated by the government?

01996 Zero Population Growth 118 People and the Planet 95 Follow-up Activities:

1.Students can make a list of material goods and recreational activities they consider desirable. They can then use the criteria on the rating sheet to assign NRUs to each product and activity. In a follow-up discussion, ask the students to describe whether or not these ratings have any effect on their desires to purchase products or participate in activities. What products or activities are most costly in terms of NRUs?

2. Students can continue the discussion with their friends and families in order to investigate the environmental impact of their community's choices. Studying their lifestyles as well as the lifestyles of those close to them can lead students to realize the importance of their decisions in maintaining a healthy environment. Ask students to compare lifestyles now with lifestyles in the past. Have their communities reduced water use or introduced the regulation of car emissions? Have steps been taken to account for environmental costs in society?

3. Research ways in which the students can become environmentally wise consumers by reading through books such as the Consumer Guide to Home Energy Savings: Listings of the Most Efficient Products You Can Buy... and Much More by Alex Wilson. Available from the publisher, the American Council for an Energy-Efficient Economy, 1001 Connecticut Avenue, NW, Suite 535, Washington, DC 20036.

Sources:

Gershorn, David and Gilman, Robert, Household Eco Team Workbook, Global Action Plan for the Earth, 1990, pp. 49, 61, 79.

Getting There: Strategic Facts for the Thansportation Advocate, The Gas Guzzler Campaign of the Advocacy Institute, 1996.

Adapted with permission through arrangement with Schlitz Audubon Center of the National Audubon Society, 1111 East Brown Deer Road, Milwaukee, WI 53217. Reprinted from copy- 400141/4 righted material, Living Lightly on the Planet. All rights reserved.

100

IF MONEY WON'T BUY IT Student Worksheet - Page 1 of 2

You have 30 natural resource units (NRUs) to spend during the next year. These NRUs account for the environmental impact of use, not production. If you had graduated from N RU school and were just beginning to set up your new home, car d how would you spend your NRUs? * Consider the following facts: r Some of the biggest energy-using appliances are hot tubs, aquariums, refrigerators, clothes dryers, color TVs and stoves. Most of us enjoy air conditioning on those hot summer days the air conditioner (window unit) uses about 6 times more energy than a color television in one month. Each day, 146 million cars clog the highways and roads of America. Bicycling and walking are healthy means of transportation that do not use natural resources and do not pollute the atmosphere. Every full bus removes 40 single passenger cars from traffic. Traveling by train uses 75-80% less energy per passenger mile than flying and 30-50% less energy than driving.

Action/Purchase Cost in NRUs

Recreation Vacations: Take a bus to spot of your choice up to 1,000 miles away 8

Take a plane to spot of your choice up to 1,000 miles away 14

Drive own car to spot of your choice up to 1,000 miles away 10

Use of: bicycle 2 cross-country skis 1 rollerblades 1 motor boat 11 sailboat 1

IF MONEY WONT BUY IT Student Worksheet - Page 2 of 2

Action/Purchase Cost inNRUs Home clock 2.0 VCR 2.0 coffee maker 2.5 toaster 2.5 electric blanket 3.0 computer 3.0 color TV 4.5 air conditioner 8.0

Transportation large luxury car (15 miles per gallon) 13.0 small economy car (.40 miles per gallon) 9.0 use of mass transportation 6.0

Other Determine other items you would like and use the categories on the next page to figure the cost in NRUs.

Natural resource units (NRUs) are assigned in eachcategory on ascale of 0 to 4. These numbers show the environmental impact of each item: 0 = no impact1 = very little2 = some impact 3 = quite a bit4 = heavy impact

Action/Purchase Impact in NRUs

Uses energy Disturbs Pollutes air, Temporary TOTAL or resources natural land or disturbance areas water (e.g., noise) Recreation

bus travel 2 3 2 1 8 plane travel 4 3 4 3 14 car travel 3 3 3 1 10 bicycle 0 2 0 0 2 cross country skis 0 1 0 0 1 rollerblades 0 1 0 0 1 motor boat 3 2 2 4 11 sailboat 0 1 0 0 1

Home 2 clock 1 0 1 0 VCR 1 0 1 0 2 coffee maker 1.5 0 1 0 2.5 toaster 1.5 0 1 0 2.5 electric blanket 2 0 1 0 3 computer 2 0 1 0 3 color TV 5 0 1 1 4.5 air conditioner 5 0 1 1 4.5

Transportation large car 4 3 4 2 13 small car 2 3 2 2 9 mass transit 1 2 1 2 6

Other

Introduction:

Nonrenewable resourcesare those that can never be replaced once they are used up. Our Earth is rich with minerals thatwe depend on to produce many Concepts: of the products we use every day, from the building materialsof our homes, Minerals are finite,nonrenew- cars and appliances to our food containers, tires, cleansers and art supplies. able resources we depend on Some minerals are very common and others for many products in are very scarce. As the human our population grows, the demand for minerals daily lives. Conservation of grows as well. Mining for minerals takes place all over the world. Digging minerals from theground often minerals is critical so thatwe have enough to last for the damages the land. future and so thatwe do not destroy precious landfor Materials: mining operations, Part 1: Objectives: Student Worksheet (one per student) Students will be able to: Appreciate how many items come from materials mined Part 2: from the Earth. 1 Understand how mining Hard chocolate chip cookies (one per student) operations can affect the land. Toothpicks Napkins Subjects: Science, Social Studies, Math Part 1: Mineral Match-Up Skills: Procedure: Drawing connections, using Here's a way to get students thinking about how fine motor skills, brainstorming we depend on minerals.

Method 1. Copy the Student Worksheet and giveone to each student. The worksheet Students investigate the min- asks students to match up somecommon household items with the eral content of everyday items minerals from which they were made. After students havecompleted the and simulate mining activi- worksheet, go over the answers as a class. ties in this two-part exercise. 2. Ask students to name some itemsthat they enjoy using. This might include a television, computer games, CDs, certain toys and appliances. After listing their suggestions on the board, have the students brainstormas a class what elements from the ground may have been used toproduce each item. For instance, electronic equipmentmay have a plastic shell (a petroleum product) and copper wiring. Some of the elementsmay be obvious; students may have to look up others in the encyclopedia. You could extend thisas a . aft library activity for finding out some of theanswers. rt Student Worksheet Answers: 1.E, 2.L, 3.M, 4.P, 5.D, 6.N, 7.A, 8.B, 9.0, 10.K, 11.C, 12.H,1.3.E 14.Q, 15.J, 16.C, 17.1

100 People and the Planet 01996 Zero Population Growth 123 Part 2: Mining for Chocolate Procedure: 1. Distribute the cookies to the students (but they mustn't eat them!). Tell them that the cookies represent the land and the chocolate chips represent minerals, like coal, that they will be mining from the cookie. Ask students to estimate how many chips are in their cookies.

2. With their toothpicks, students will attempt to extract the chips from the cookies, trying to do as little damage to the cookies as possible. Cookies should stay flat on a napkin or plate, as hills cannot be picked up. After a few minutes of mining, ask students if they wish to change their estimate of how many chips are in their cookies.

3. After students have completed the activity, ask them to share the difficulties they had with their mining operations with the class. Ask them to predict whether mining companies might have the same kinds of difficulties.

4. Have students brainstorm ways to reclaim their land (the cookies). Can the cookies be put back together? (Remind students that most of the soil and rocks left after a mining operation are unable to grow plants.)

5. Eat the cookies!

Follow-up Activity: o Because minerals are nonrenewable resources, they need to be conserved and recycled so that we don't run out of minerals that are in shorter supply. Select several of the minerals listed on the Student Worksheet and ask students to offer suggestions on how these elements might be conserved. For instance, tin and aluminum cans are often recycled as part of curbside recycling programs. Tin cans can be washed and reused as containers for pennies or paper clips. Gold can be melted down and redesigned for other uses. Aluminum cans can be remade, saving 95% of the energy used to make new cans from newly mined aluminum.

Part 2 adapted with permission from OUTLOOK, Environmental Education Enrichment, published jointly by the Iowa Natural Heritage Foundation, the Iowa Department of Education and the University of Northern Iowa. Direct inquiries to David V. McCalley at the Institute for Environmental Education, McCollum Science Hall, University of Northern Iowa, Cedar Falls, IA 50614-0421.

TREASURES UNDERGROUND Student Worksheet

All of the items listed below are made of minerals mined from the ground. In the blank to the left of the items listed, write the letter of the element from which these items were made. The elements are listed at the bottom of the page.

1. Soup cans 2. Matches, gunpowder, rubber 3. Watches, radios, televisions, radar instruments 4. Pencils I 5. Bricks, pottery, tennis courts 6. Pennies, stereo wire, brass instruments 7. Wedding band, first-place medal, nuggets 8. Soda pop cans, foil wrap, baseball bats, house siding 9. Horseshoe, hammer, steel products (cars, eating utensils, swords) 10. Food seasoning and preserver 1 1. Plastics, heating fuel, gasoline, vinyl, synthetic fabrics 12. Old five-cent coins, paper clips 1 3. Baby powder, crayons, soap 14. Jewelry, drill bits 15. Charcoal, tar 16. Pipes, old paint, X-ray shields 1 7. Flatware (forks, knives, spoons), jewelry, second-place medal

A. Gold J. Coal B. Aluminum K. Salt C. Oil (Petroleum) L. Sulfur D. Clay M. Quartz. E. Tin N. Copper F. Talc 0. Iron G. Lead P. Graphite H. Nickel Q. Diamonds I. Silver

Nanal)aloe

Introduction: Today's methods of solid waste disposal are inadequate to handle the volume and variety of trash we're already generating. An increase in the amount of Concepts: garbage we produce in the future is likely to be equal to the growth in our Population growth and population. At our current rate of growth, the United States' population is resource consumption expected to double in about 89 years. If we are overwhelmed by the mass of create more and more solid trash yielded by our population now, how can we expect to deal well with waste that never really goes twice as much? "away."

We generate all kinds of solid waste: paper, aluminum cans, glass jars, plastic Objectives: bottles, spoiled food, broken TV sets, old stoves, junk cars and other garbage Students will be able to: that people throw away. In the United States, each of us generates an average po Construct a mini.landfill of Th pounds of it per day that adds up to more than 168 million tons in a jar. every year! Each type of solid "waste" is composed of one or more types of O. Observe and record the matter that started out as a raw materials taken from nature. They reach us in extent to which materials the form of plastic bottles, juice boxes, cardboard cartons and so on only after decompose in their mini- going through a long series of processes. When we throw these things away landfills. after one use, we waste not only the physical thing itself, but all the effort, 11., Calculate the amount of garbage generated by each energy and other resources that went into creating it. All that trash has to go person in a year. somewhere; what should we do with all of it? List ways to reduce solid waste production. When we toss it away carelessly, it litters streets, highways, the Subjects: countryside and waterways; Science, Math burning it in the open pollutes the air; and when we leave it in the Skills: open at garbage dumps, it smells, Collecting and analyzing looks ugly, and attracts rats and data, understanding cause insects. If we bury it, we lose the and effect, brainstorming, value of materials in it that might calculating, observing, be recycled (reused). preparing a lab

Most of our solid waste goes to Method: open garbage dumps. These Students construct a minia- improve considerably when ture sanitary landfill and they are turned into sanitary landfills, in identify the advantages and which a layer of soil is applied daily over the waste. This keeps pests away and disadvantages of disposing of makes burning the waste unnecessary. The soil layer also prevents trash from solid waste by this method. being washed or blown off the site by rain or wind.

A more accurate name for most of these materials would be "wasted solids," because it is not the materials themselves that are wasteful, but the way we treat them. Actually, they are valuable resources, which, if used appropriately, could save us a huge amount of time, effort and energy. Why not refill an empty container or reshape the already-processed material it's made of into a new object, rather than starting from scratch again and again? ©1996 Zero Population Growth People and the Planet 103 126 There are some wastes we haven't figured out how to recycle yet, such as certain plastics. It may seem easier and cheaper just to throw away even those things we do know how to recycle. But hauling, dumping and replacing the items we throw away is expensive. While the hauling and sorting involved in recycling may not be much cheaper than trash collection in terms of the public money spent, it does spare other resources that are of value to us all. For example, if all recyclable items were separated from non-reusable, biodegradable materials, the volume of garbage would be much smaller, and so would the amount of landfill space required to accommodate it. This would make more land available for parks, farms, wildlife habitat and other uses. It would also save the environment the stress caused by our constantly extracting more raw materials from it through mining, logging and other methods.

The best way to ease the problem of disposing of solid waste is to produce less of it. Do we really need all the cellophane, cardboard, colored paper, metal foil and plastic bags in which so many things come wrapped?

Materials: (For each group of students) A large container, such as a glass jar or milk carton Soil A piece of fruit or vegetable, such as a slice of tomato or an apple core A small piece of plastic, such as a plastic fork or part of a broken toy A piece of newspaper or letter-quality paper Optional: Pieces of fabric, styrofoam, aluminum foil, glass; grass or shrubbery clippings; chewing gum; cigarette butt; other items students select Student Worksheet (one per student)

Procedure:

1.Present the information in the Introduction above to the class, allowing discussion and answering any preliminary questions that students may have.

2. Duplicate the Student Worksheet and give each student a copy.

3. Divide students into small groups. Provide the materials listed above to each group, or have each group's members divide among themselves the responsibility for bringing in items needed by their group. (Many of these items may be available from the school cafeteria.)

4. Instruct students to list materials they will be burying in their miniature sanitary landfills and estimate the extent to which they expect each one will decompose in one week, one month, three months and six months. Each group should then construct a miniature sanitary landfill, following the instructions on the Student Worksheet. (Alternatively, one miniature landfill may be constructed by the class as a whole.) Instruct students to keep the soil damp in the weeks and months that follow.

104 People and the Rome 127 ©1990 Zero Population Growth 5. One week, one month, three months and six months after the miniature sanitary landfill(s) are constructed, have students observe the extent to which the items "disposed of in their landfill(s) have changed or decomposed. Students should assess the accuracy of their initial estimates about how much each item would decompose over the different periods of time.

6. Pose the discussion questions below to the class. Allow them to brainstorm as much as possible before providing any of the suggested answers.

Discussion Questions:

1. Which do you think is more harmful to the environment, a material that decomposes rapidly or one that lasts a long time without decomposing? Why?

A material that decomposes quickly is less damaging to the environment than one that lasts a long time without decomposing. When materials decompose, they become a part of the soil, returning nutrients to it that enrich it. At best, materials that don't decompose just occupy space that therefore can't be inhabited by plants, animals or people. At worst, they actually interfere with natural systems, thereby causing harm to living creatures.

2. If each American produces about 3'/2 pounds of solid waste per day, how many pounds does one person produce in a year?

1,277'/2 pounds.

3. How much garbage do you think your family generates each day? Each year?

4. If each family in the United States could only throw away 5,000 pounds of trash per year, how much would each member of your family be able to throw away each year?

5. The U.S. population grows by 2,600,000 people a year, so about how many more pounds of garbage does the United States have to dispose of each year?

About 3,321,500,000 pounds more each year.

6. How many tons of garbage is this? (Hint: 1 ton = 2,000 lbs.)

That's 1,660,750 tons more per year. 7. What habits could we adopt to solve, or at least lessen, the solid waste 16 problem in the United States?

Possible answers include: 1) When shopping, choose items with as little packaging as possible. (About 113 of all trash is packaging!) 2) Recycle glass, aluminum, newsprint, office paper, cardboard and certain kinds of plastic through local programs. ©1996 Zero Population Growth People and the Planet 105 128 3) Make recycling a growth industry by buying products that are recycled, recyclable, refillable, reliable, repairable and /or reusable. 4) Choose reusable items over throwaways wherever possible: mugs and glasses instead of styrofoam or paper cups; dishtowels, rags or sponges rather than paper towels; rechargeable rather than single-use batteries; and so forth. 5) Donate used clothing, books, appliances, etc., to local thrift shops or shelters, rather than putting them in the trash. 6) Avoid plastic whenever possible; it doesn't biodegrade! Keep a clean fork, knife and spoon with you (in your purse or bookbag) so you won't pick up and throw away plastic ones when you stop for a snack; don't use plastic lids and straws with beverages; choose paper, glass or metal over plastic packaging for all sorts of products, such as soda, chips, peanut butter, milk, etc.; bring your own bags from home or ask for paper ones at the supermarket; reuse supermarket bags in trash cans at home instead of buying specially made plastic ones. 7) Make a compost pile in your backyard the decomposed material makes a great plant fertilizer. Organize a compost program in your neighborhood. 8) Avoid clothing that's made from synthetic fibers such as polyester (they don't biodegrade easily) or that requires dry cleaning (dry-cleaners wrap clothes in lots of plastic after cleaning them). 9) Have a small family: more people consume more stuff and generate more waste in the process.

Guess how long the following items would each last in a landfill? Banana peels? (Answer: 2 years) Plastic bags? (Answer: 10-20 years) Plastic bottles? (Answer: 100 years) Aluminum cans? (Answer: 500 years) Glass bottles? (Answer: 1,000 years) Styrofoam? (Answer: 10,000 years)

Follow-up Activities: 1. Find out about the solid waste management system in your local area. How is the trash disposed of? Is the existing system designed to handle the amount of solid waste the population is likely to generate over the next five years?

2. Take a class field trip to a real sanitary landfill. (The sight and smell of a huge landscape full of garbage is an impressive and unforgettable experience, which will go a long way toward reinforcing the ideas introduced by this activity.)

The Stash the 7)-ash miniature sanitary landfill activity and introduction on the student worksheet were adapted from Earth Thek ... Explore Your Environment, U.S. Environmental Protection Agency, Washington, DC 20460, April 1987.

STASH THE TRASH Student Worksheet

1. Assemble the items to be "disposed of in the miniature sanitary landfill. You will construct and list them in your lab notebook.

2. Place some soil in the bottom of the container. On top of the soil, place the fruit, plastic, paper and other items. Add more soil on top of them. Put the container in a warm place, and keep the soil damp.

3. Estimate the extent to which each item will decompose in one week, one month, three months and six months, and record your estimates next to the items on your list. Some of these items will decompose (break down) and become part of the environment, while others will last a long time.

4. After one week, check to see what has happened to the items you buried in the soil. Which things look different than they did when you buried them? Record the changes you see in your lab notebook. How accurate were your estimates about the extent to which the items would decompose?

5. Check the materials again one month, three months and six months from the date you created the miniature landfill, and again note your observations in your lab notebook. How accurate were your estimates about decomposition over these time periods?

C)1996 Zero Population Growth People and the Planet 107 130 Market Research

Introduction: We usually choose grocery items based on their taste, usefulness and cost. But the amount of waste that will be left when we're finished with the product is also an important consideration. We should ask: Was this product packaged as Concepts: efficiently as possible? Was the manufacturer careful to use no more material Each of us can reduce the than necessary? Did the manufacturer use recycled and recyclable materials amount of waste we generate wherever possible? By making our selections according to the answers to such by "precycling," or selecting questions, we can encourage fuel-efficiency, clean (non-polluting) production products with minimal amounts of packaging. and minimal generation of solid waste in the everyday act of grocery shopping. Objectives: Materials: Students will be able to: 11. Compare different sizes Paper and pen or pencil and containers of the same Calculator (optional) product to determine which Student Worksheet (one per student) produce the least amount of solid waste and save the most Procedure: money. `Identify at least three ways Take a class field trip to the supermarket or assign the activities on the Student shoppers can make choices Worksheet as homework. In either case, students should work in small groups, that help conserve natural with one activity assigned to each. When the activities are completed, each group resources. will report their conclusions to the rest of the class, followed by discussion. Subjects: Discussion Question: Science, Math, Social Studies What are some specific choices individual shoppers can make to help conserve Skills. resources and protect the environment? Collecting and interpreting data, understanding cause Possible answers: and effect, researching 1) Ask the cashier not to put your purchases in a bag at all if it's not neces- Method: sary. If you're only buying one or two items you can easily carry them, or if you have a bookbag or purse with you, they might tit in there. Students visit the supermarket after an introduction to 2) Request paper bags rather than plastic ones, or bring your own bags to the principles of supply and avoid using new ones. demand. There they deter- 3) Buy items with as little packaging as possible. Choose paper packaging mine how these principles over plastic, if facilities for recycling the type of plastic used aren't part of can be put to use in making your community's recycling system. environmentally sound deci- 4) Buy reusable products rather than disposable ones. sions in the everyday activity 5) Reuse or recycle packaging items as much as possible. For example, you of grocery shopping. could use plastic grocery bags to line garbage cans around the house instead of paying for specially made garbage bags. 6) If you drive to the supermarket, plan your trips before you go and make a list of what you'll need for the week. That way you'll be sure to get everything you need on the first try, rather than driving to the supermarket more frequently to pick up the things you forgot the first time.

108 People and the Planet ©1996 Zero Population Growth 131 Follow-up Activity: Have students call or write to one or more beverage packaging companies, and ask them the following questions about different beverage packaging formats (e.g., cans, no-return bottles, returnable bottles). Consider not only the type of container, (e.g., bottle or can) but also the materials used to make it (glass, plastic, aluminum, other metals).

Which format for packaging beverages uses the least amount of raw materials?

Which format uses the least water in processing?

Which format produces the least amount of water pollution?

Which format produces the least amount of air pollution?

C)1996 Zero Population Growth 132 People and the Planet 109 Name: Date:

MARKET RESEARCH Student WorksheetPage 1 of 2 Group 1 - Pop Shop In the beverage section of the supermarket, compare various packagings of the same soda pop (that is, cans vs. no-return bottles vs. returnable bottles, as well as containers of different volumes).

1. Which one is the "best buy"? State the cost of each, per unit of volume, to support your conclusion.

2. Which one produces the least amount of after-use solid waste to dispose of? What are the best options for disposal or recycling of each type of packaging, in the interest of environmental protection and resource conservation?

Group 2Package Baggage In the supermarket, find one kind of non-beverage product that is packaged in different ways. Compare the different packaging formats:

1. Which one is the "best buy"? State the cost of each, per unit of volume, to support your conclusion.

Group 3Bag Drag

1.Watch people who are leaving the supermarket. What proportion of people leave the supermarket with two or more bags? For what proportion of shoppers would a bag not be necessary?

2. Ask the store manager what bags cost the store. Where does the money to pay for them come from?

3. Does the store offer both paper and plastic bags? If not, why not? If so, what proportion of shoppers choose each type of bag?

4. How do you "get rid of" a bag once it has been used? Where does it go? What happens to it next? Which typeof shopping bag paper or plastic can be created and disposed of or recycled with the least harm to the environment?

5. How could paper shopping bags be reused? Plastic ones? Can you think of a way a person could cut down on the use of disposable shopping bags? How could you avoid using them altogether?

6. Does the supermarket collect used bags from shoppers for reuse or recycling? Does the supermarket offer a bonus or discount to shoppers who bring their own bags?

MARKET RESEARCH Student WorksheetPage 2 of 2

Group 4 - Size Wise

1.Randomly select 8 products in the supermarket and check prices per unit of products across several different sizes of packages (same brand). Are larger or smaller packages generally the better buy? Why do you think this is the case? Are they always the better buy?

2. If the supermarket sells some items in bulk, select two of those items. Compare the cost per unit of weight with the cost of the same item pre-packaged in the largest quantity available. (If more than one brand is sold pre-packaged, note the cost of two or three different brands per unit of weight.) Which is the best buy? Why? Which produces the least amount of after-use waste to dispose of?

Group 5 - Disposer Posers Find at least three items sold in the supermarket that are designed to be disposed of after only one or a few uses.

1. To what extent is each item essential? Can you think of a non-disposable item a person could use instead of each disposable one?

2. Can any of the items you selected be refilled or otherwise reused many times?

3. How is each item disposed of? What happens to it then?

Introduction: This activity includes three parts: (1) a creativity exercise to identify ways commonly discarded household items might be productively reused; (2) a schoolwide event that promotes reuse of household waste while providing Concepts: teachers and students with needed supplies; and (3) a no-waste party. This Reusing items reduces solid sequence works well, as the class does the "Creative Reuser" part while they waste by decreasing the vol- are gathering the materials needed for the schoolwide reusing event. When ume of discarded items as well as the demand for new items the event is over, they can celebrate with the no-waste party. to be manufactured. Procedures: Objectives: Students will be able to: Part 1: From Trash to School Supplies 11. Brainstorm ways to reuse Many household items routinely discarded in students' homes could be used items instead of throwing by teachers and other students seeking low-cost supplies for classroom them away. activities and school projects Plan a schoolwide event to or could be donated to area elementary or encourage others to reuse nursery schools, or even day care centers. Here is an event students can plan items, where possible, in and carry out to both demonstrate the ease and desirability of reusing, and creative ways. provide teachers and students with supplies they need.

Subjects: 1. Co over the introductory information in "Stash the 73-ash" (Activity 18) to Science, Language Arts, Social reinforce to students the importance of reducing the amount of items we Studies throw away.

Skills: 2.As a class, adapt the sample flyer for your event. Are there any other Critical thinking, brain- "throwaway" items teachers or students could use if they were made storming, creative writing available in quantity? Brainstorm on possible additions to the list of items on the flyer. Solicit suggestions from other students and teachers. Method: Students find ways to reuse 3.Ask students to begin saving items on this list that would otherwise be household items in an activity thrown away in their homes, and to enlist the help of all family members. that turns trash into school Provide large collection bins in the classroom. Students should persist in supplies and in planning a no-waste party. encouraging the entire student body and faculty to contribute, reminding them of how items from the list can be used for their various projects.

4.On the day of the event, be sure that all bins are clearly labeled and that reused shopping bags or boxes are provided for items taken by participants. Students should be prepared to help participants find what they need. Refreshments (served using non-disposable supplies, if possible) may provide a further enticement to participate.

Part 2: The Creative Reuser Select one item from the list on the flyer and have students (individually, in small groups, or as a whole class) brainstorm on possible ways the item can be reused. Creativity should be strongly encouraged; no suggestion is too

112 People and the Planet ©1996 Zero Population Growth 135 absurd to be included! After the session is finished, the class can go back over the list and eliminate suggestions that seem impractical. If you prefer, assign this as a creative writing project (e.g., "My Memorable Year as a Yogurt Container"). Students might also create illustrations of some of their suggestions to display at the reusing event. Such suggestions, stories and illustrations might inspire teachers and other students to consider new ways they might use these "throwaway" materials.

Part 3: A No-Waste Party Have the class plan a party or picnic that produces little or no waste. Challenge students to plan the event to use non-disposable or recyclable items for everything from decorations to refreshment supplies. Be sure the class takes responsibility for actually reusing, recycling or composting any items that might otherwise become waste. This activity reinforces two ideas: (1) that things thrown "away" don't actually go away but do go somewhere, and (2) that students can exercise choice about the way they use resources.

Follow-up Activity: Have students plan and carry out a Community Information Night to present to parents and others in the community what the class has been doing to reduce waste. It may be billed as an evening of community involvement, where refreshments are served and everyone has an opportunity to learn how he/she can contribute to a cleaner community. Students may display and describe their class projects and perhaps present (and/or hand out) a list of ways everyone can help reduce solid waste and protect the environment.

air

a ,

I a 0 ; d

Collect valuable supplies for your school projects from our bins stocked with goodies rescued from the trash cans of students' and teachers' homes. Student environmental education projects will be displayed, refreshments will be served, and everyone will receive a list of ways that he/she can help solve our community's trash disposal problems. Come for entertainment, involvement and great supplies!

We will have bins full of the following items, all dean and ready tobe used again for your school projects: juice cans and their lids milk cartons unused stickers and stamps plastic yogurt containers/lids shoe boxes crayons (broken okay) margarine tubs (and other plastic small boxes with covers corks containers) and lids magazines and catalogs with bottle caps coffee cans and lids colorful pictures hangers baby food jars and lids popsicle sticks shirts that button down the front 35mm film canisters and lids newsprint styrofoam packing materials toilet paper rolls rubber bands rug scraps paper towel rolls wood scraps cardboard egg cartons wallpaper scraps oatmeal boxes tops of plastic milk bottles fabric scraps clay or plastic flowerpots paper bags - all sizes buttons aluminum pie plates plastic shopping bags socks (unmatched okay) plastic trays from microwavable coffee scoops mittens (unmatched okay) prepared foods 6 oz. cat food/tuna cans plastic forks, knives, spoons aluminum trays from plastic lids ribbon, yarn, string frozen dinners

Please be sure all items are clean. Pack items of the same kind together in a bag and write the contents on the outside of the bag. This will be a big help as we sort and store our supplies. THANK YOU!

Introduction: This activity is designed to give students the opportunity to examine their own values and beliefs as they relate to the environment, population and social issues, while gaining an understanding of the complex issues in many of today's environ- Concepts: Lessons on population, envi- mental debates. It is not the intent of this activity to prescribe "right" and "wrong" ronment and society apply to answers for the students. In some cases, students may perceive what would be the daily personal decision making. most ethical solution to a given problem, while admitting that they realistically might not choose that option. On each Dilemma Card, the action choices are pre- Objectives: ceded by "would you" rather than "should you." This will encourage students to Students will be able to. offer what they probably would do in each given situation. It might be useful to PP. Take positions on compare students' reactions to each dilemma both before and after going through dilemmas. ao Formulate and present the student readings and lessons. reasons for their positions Discuss the dilemmas and Materials: positions in groups.

Copies of Dilemma Cards (provided) Subjects: Science, Social Studies, Procedure: Language Arts

1. Copy and cut the Dilemma Cards so that there are enough cards for each Skills: student to get one. Decision making, critical thinking, writing, values 2.Divide the class into groups of four, and give each student a Dilemma Card. clarification

3.Have students draw cards, study the situations, decide what he/she would Method. do, and formulate his/her reason. While considering various dilemmas, students examine their own values and beliefs 4.When the student is ready typically in less than two minutes he/she related to environmental reads the situation and the options aloud to the rest of the group. The issues, and evaluate possible student gives the decision he/she has chosen, and briefly describes the rea- actions they might take that soning involved. In turn, each of the other members of the group is invited have an impact on the to comment on the dilemma, and what he/she would do in the situation. environment. The discussion of each dilemma by the members of the group should take about five minutes. The person whose dilemma is being discussed should have the opportunity to ask questions of the other members of the group, and to offer clarification about his/her decision. The discussion gives the students experience in having ideas examined by peers and is intended to remind the students of the need to take personal responsibility for decision making. It is not necessary and may not be desirable for the students to reach consensus; there are legitimately diverse views of the most appropriate and responsible actions to take in many situations. The purpose is to provide --1111, students with an opportunity to examine, express, clarify and take responsibility for their own reasoning.

Tips for Adaptations: 1. Have students write their own Dilemma Cards, incorporating local issues and debates.

2. Cut off the suggested options on the Dilemma Cards and have students create their own responses.

Follow-up Activity: Have each student choose a dilemma and write a short paragraph on the positive and negative effects of all the options listed for that dilemma. Students should indicate what additional information, if any, is needed to make a responsible and informed decision. Students should identify what seems, in their judgment, to be the most responsible decision and explain their reasoning.

Here's Your Dilemma: Here's Your Dilemma:

You are having a picniWith your family, and Your friend has just givth you a lovely ivory you see another farbly leaving to go home necklace that she purchased on a trip to without havingtiiaed up their trash. It is Africa. You are awarathat African elephants clear the other family is going to leave litter are being slaughWed for their ivory tusks and all around. What would you do and why? are now an endangered species. What would Would you: you do and why? Would you;

move quickly and ask them to pick accept the necklace and wear it often? up the trash befae they leave? accept the necklace but keep it wait for them to leave and pick up in a drawer? the trash for theni? explain to your friend: why you do not wish to accept her gi4? do nothing?

other? (specify) . other? (specify)

L CI CI 0 0 0 0 0 0 0 0 0 0 L 0 0 0 0 0 0 CI CI CI 0 0 0 CI 0 CI 0 0 0 0 =, Here's Your Dilemma:

Your school cafeteria prepares food items that are Here's Your Dilemma: popular with students (burgers, hot dogs, pepperoni pizza, fried chicken, etc.). You know that most of Your parents make you mow and water your lawn. these items are high on the food chain, requiring The area hasn't had mueh..I ii fall for some time lots of water and energy:to proMe. You are also and area officials that everyone aware that much of the grain praieed in this coun- conserve water. IllgSier, youreghborhood has try is used to feed livestock, while much of the world strict rules abodekeeping each yard in order. suffers from hunger and *nutrition. You also Without regular watering,Autliawn will turn know that most of theatia er"are more familiar brown. What would you do and why? Would you: with meat dishes than meals. Would you: ignore the conservation warning and visit with school administrators to suggest continue watering yoUr lawn to keep it having meatless lifikhes served at least once looking nice. a week to save money and to force students sacrifice the beauty o_ f your lawn by to break their meat habits at least one day a watering less often? week? plant different On s in your yard bring your own lunch and not worry that do not require so much care? about the cafeteria menu? other? (specify) eat whatever is served? other? (specify) L CI 0 0 0 CI CI Lo 0 0 v 0 CI CI CI CI CI I= 0 CI CI 10 0° CI =2 =I ©1996 Zero Population Growth 140 People and the Planet 117 CI CI CI 0 0 0 0 CI CI 0 0 0 0 0 CI 0 0 IC 0 CI IC 0 CI O C. CI CI 0 CI 0 0 0 0 CI 0 0

Here's Your Dilemma: You work at a restauteit and notice that each Here's Your Dilemma: day meals are leftover and thrown away. You You were in the hail late one day and saw the know that many people in your city are home- janitor dump the recycling bin and the regu- less and don't eat What:WaUld you do lar trash into the same dumpser. Would you: and why? Would you: figure he's had a long day and let it go? suggest to management that leftover food be donated to ajocal homeless shelter? take the time to explain to him how the bins were set up and why? suggest to managthent that less food be prepared:Wadi day? mention it to a teacher or person in administration? do nothing? not bother to separate your trash in collect the food When the manager the classroom art More? is not watching, ancYgive it to a homeless persoh-down the street? other? (specify) other? (specify)

LCI 0 CI CI 0 0 0 0 0 0 CI 0 CI .JL CI 0 0 0 CI 0 0 0 0 CI CI 0 0 IC CI 0 0 ICI CI

Here's Your Dilemma: Here's Your Dilemma:

A friend asks you a quest & about sex and how The school you attend is got in walking dis- to prevent pregnancy, Although'you don't know tance from your home. Your parents have the answer fonSure, you know enough to guess. given you the pPtiwi of catching the bus on What would you do and why? Would you: the corner or getting a ride from one of them in the family car. The carUould get you to make up an answer based on school faster and without waiting outside. the facts you krkw? But the bus uses less gas per passenger. try to help find the answer in Would you: your health book or in a library? suggest your friend:talk to take the bus? his/her parents or a teacher? get a ride in the,car?. admit to your friend that you do not know for sure? carpool with other kids nearby? suggest talking6YiiSibling? ride your bicycle?--- other? (specify) other? (specify)

L CI C. 0 ct 0 0 0 0 IC 0 IC 0 0 0 L 0 CI 0 0 CI 0 CI 0 0 CI 0 0 CI C. 0 0 0 0 .1

Here's Your Dilemma:

There is an undeveloped green space in your town where you and your friends sometimes go for peace and quiet. It's homeiiiito,sorne local wildlife Here's Yout Dilemma: and a small creek. The town officials are thinking about selling theilar4to a developer who wants to As your class is Ong to lunch, yOu notice that build a shoppiriniall. The mall would provide the TV, VCR andlights are stilton. What do some jobs at the shops and restaurants, especially you do and why? Would you for area teenagers. The maltibight also be a place for you and your friends to hang out. What would turn off everything yourself? you do and why? Would you: point it out to th, cher or principal? start a class disciisn about support the malkpn)ject at the saving energy? expense of your green area? do nothing? oppose the mallROct altogether? go to a city plant meeting to see if other? (specify) developers would consider another site? do nothing and let the adults decide? other? (specify)

L CI CI 0 IC IC 0 0 ICI ICI.1L 0 0 CI CI IC CI 0 0 0 CI CI ICI 0 0 0 0 0 I= C. CI I= 0 CI CI 10 0 C. 0 I= CI CI 0 C. 12=1 0 CI IC 0 1= 0 I= CI 0 0 0 0 0 0 =I 0 0 0 0 1= 0

Here's Your Dilemma: Here's Your Dilemma: After months of pleading, you were given a pet iguana for your birthday. Along with the pet You love children and would like to have a came a book discussinglialo best take care large family. You are awat6r however, that the of your pet. Until then, you and your parents world's population is expected to double in the were not aware4hat reptiles can; ive 25 or coming century; You are also aware of the more years in captivity. Several Months have financial and environmentakoseof a large passed and you are tired offeeding, watering family. What would you do and why? Would and cleaning up after your new pet. What you: would you do and why? Would you: plan to have a largaamily anyway? flush the iguana. wn the toilet? decide not to have children? let the pet go outside knowing that it is limit yourself to one or two children? an exotic species for. your area? get involved withiyugth groups, beg a friend to take your iguana without scouts, tutoring, teaching or telling them about the long life of the pet? emergency fosteddie, to still be secretly drop the pet off on the door step around groups of youngsters? of a local veterinarian? other? (specify) other? (specify)

L ,J1 L 10 ICI 0 ICI CI CI ICI IC = 0 IC 0 0 0 CI 0 ,J1

otra lau, " Auk 04 so.io, $4401; Abla OA, *A MI 044 On elkO.. ASA 1111111111111111111111111111101111911 Global Family

In Part 1, you were asked to think of all six billion people in the world as part of one very large family a global family. Though we grow up in different parts of the world with different languages and customs, we ,wode°c,g all share the same basic needs and the same hopes for the future. We know s that in order to live, all people need food, water, shelter and fuel. Many of ek-A us take these things for granted. But in much of the world and even here in this country (perhaps in our own communities), there are people who do not have enough to eat, have no home, or lack running water or fuel to heat their homes and cook their food. As the population grows, it becomes more difficult to make sure that everyone is able to meet his/her basic needs and that resources are shared fairly.

Rich and Poor Living in a more developed country, many of us may take for granted having enough food to eat, good schools or medical care. Our world, though, is divided into rich and poor. One-fifth of the world's population enjoys relative wealth, while the other four-fifths have barely what they need to survive. Today, average yearly household income ranges from $400 in parts of Africa and Asia to over $30,000 in the United States.

Poverty means much more than not having a lot of money or luxury items, like nice cars and air conditioning. The world's poor also lack equal access to education, clean water, good nutrition and health care. The largest group of people who live in poverty are children. Fully two-thirds of the world's poor are under age 15. In less developed countries, the aver- jta agefamily includes four children. As the world's population grows, the number of children living in poverty also increases.

This is why it is important for the size of the human population to be in balance with the Earth's other creatures and with our natural resources. As the human population grows, people need more land for building houses, factories, roads, schools and shops and for disposing of 41 waste. They also need to produce more food to feed more people. But the Earth is finite. Whatever land is being turned into human habitat is taken away from animal and plant habitat. The result is smaller populations of fewer species. Already, scientists estimate that 100 plant and animal species become extinct every day!

Getting Enough to Eat Perhaps a parent or grandparent has told you to eat all of the food on your dinner plate, because "there are starving children in India." You may wonder how eating your peas will help those children. What your ©1996 Zero Population Growth People and the Planet 123 144 ezzzatzlem,agemani-- -

family may be trying to say is that you are lucky to live in a country where most people have enough food to lead healthy lives. About one billion people in the world are malnourished, not getting enough pro- tein and other nutrients in their diets. This leads to poor health. Only about one-eighth (1/8) of all the land in the world is arable (able to be farmed). Not every country has enough good farmland to produce food for all its residents. Even with food being imported and exported around the globe, these resources are still not diAributed equally. While farmers and scientists are always working to find ways to feed more people, their efforts are not able to keep up with the demand of 90 million more people on the planet each year.

In Search of a Better Life Shortages of food and jobs, especially in less developed countries, have forced people to migrate from their homelands. Most of this migration is within countries from rural areas to cities where people search for jobs. Each year, 20 to 30 million of the world's poorest people move from rural to urban areas, especially to megacities in less developed countries. About 100 years ago, only 1 in 10 people lived in cities. Now, nearly half of the population live in cities. In the coming century, more people are expected Wekome to BIG CITY Pop. l5 million to live in cities than live on the entire planet today.

Growing cities require more land, water and energy from surrounding regions to meet urban people's needs. Moving from the countryside to the city does not always bring improved living conditions. Rapid population growth has left many cities unable to provide needed services for all of the newcomers. Cities are often faced with difficult environmental and social problems, such as air and water pollution, traffic congestion, crime and poverty. In less developed countries, people from the rural areas move to the cities to find jobs. The poor usually live in slum areas that lack running water and safe living conditions.

Often people feel compelled to leave their homelands altogether and emigrate to another country in search of a better way of life for themselves and their families. In addition to economic pressures, people often migrate if they fear persecution for their religious or political views in their home countries. Tragically, many people around the globe lack basic human rights such as the right to an education, to be treated fairly by others and to live in a safe place.

People also move from their homelands if the environment there can no longer support a healthy quality of life. For instance, people flee from their homes to escape the destruction of natural disasters (such as floods and droughts) or human-made problems (such as polluted waterways or misused farmland).

124 People and the Planet 145 ©1996 Zero Population Growth In search of a better quality of life, people in less developed countries sometimes move to more developed countries. When large numbers of immigrants move to a country, their need for food, water, jobs and services places huge demands on that country's economy and environment. In this way, population pressures, resulting from international migration, are felt throughout the world.

What About Girls? So much of our health and well-being depend on where we are born and what opportunities are available to us. If you are born in a less developed country, the amount of education and health care you receive may also depend on whether you are a boy or girl. Because only men are considered for most jobs, boys are often the parents' hope for support in their old age. They tend to receive more attention and better care than their sisters, who often are denied an education.

In many countries, the custom is for the girls to stay at home to help raise younger children and do household chores. Most marry as teenagers and move away from their parents. Half of all girls in Africa and 40% of girls in Asia marry by the age of 18 and begin bearing children. As a result of no schooling, half of all women in less developed countries are illiterate (unable to read).

Studies from the United Nations have found that women with less education tend to have more children because they lack information about how to plan their family size. They also lack opportunities to work outside of the home and earn their own money. For many women, the only way to gain respect in their societies is to raise many children.

To help improve the status of women in developing countries, the United Nations has started programs to improve girls' education worldwide. Their goal is to have all girls and boys enrolled in primary school by the year 2015. In 1994, representatives from over 170 countries gathered in Cairo, Egypt, for the International Conference on Population and Development. They agreed to a IA as Program of Action that states, "A healthy, educated woman is L` I better able to participate in the development of her community and more likely to make or influence decisions about marriage and A% childbearing." The action plan also calls for equality between men and women in the workplace, voting rights, and rights to own land.

In planning for the future of people on our planet, it is important to make social equality a reality. This means narrowing the gap between rich and poor; helping all people provide for their basic needs; and providing equal opportunities for people regardless of race, religion, income, beliefs or gender.

It takes approximately 2,500 calories a day to make the human body work the way it should. In some developing countries, there just isn't enough food to provide that requirement. And to make matters worse, food isn't equally Mozambique 68% distributed, so that a very few have Bangladesh 78% much more than they need. Haiti 79% Here's what percentage of Peru 84% the daily requirement is El Salvador 91% available per person Japan 106% in several selected countries. Australia 114% Canada 130% U.S. 140% 50% minimum 150% requirement

Portrait of a World Out of Balance North

North America 1,

111j*

It Jame] Europe Arta j -7.-f- r, South America-. Inca

South I-rj-14.1 Aurtralia

This map is an economic portrait of the world. It's southern hemisphere. In fact, it's just for that reason based not on the geographical size of each country, that people who deal with these issues are starting to but on the size of each country's per capita gross talk about the world in terms of "North" and "South" national product (GNP). GNP is one way of measur- rather than "East-West" or "First," "Second" and "Third ing the wealth available to each individualin a World." Keep in mind that ohly 1/4 of the world's pop- country. Note that when the world is drawn this way, ulation lives in the North and 3/4 live in the South. it's obvious that the countries in the northern hemi- Now compare the imbalance of wealth between North sphere are generally much richer than those in the and South again.

Data source: World Vision Canada, Playing Fair? The Rules of World Hunger

1.What portion of the world's population is malnourished?

2. List three reasons why people might emigrate to another country?

3. How might the education of girls affect birth rates in less developed countries?

Glossary: arable: refers to land that is able to be farmed.

emigrate: to leave one's country to live in another country.

export to send items to another country for sale or trade.

gender: male or female.

illiterate: unable to read.

import to receive items from another country to buy or trade.

malnourished: receiving less than the minimum amount of food for good health and growth.

megacifies: cities with populations of ten million or more.

migrate: to move from one place to another.

persecution: causing people to suffer because of their beliefs or origin.

status: position or rank in relation to others.

Introduction: This activity is designed to demonstrate how differences in population and resource use in five regions of the world combine to impact the quality of life Concepts: for the people who live in each area. Population demographics, land use pat- Different regions of the world terns, energy consumption and wealth are the issues that will be explored to vary in population growth heighten students' global perspective. rates and the distribution of wealth and natural resources. Materials: Objectives: Yarn or string (preferably in 5 different colors) Students will be able to Masking tape State at least two factors Ambassador's cards (provided) that might be used to determine the relative well-being 2 Labels for each region; one says "Energy Consumption," one says "GNP" of a country or region. (see Region Information chart) Identify at least two poten. Transparent tape tial impacts of inequitable 28 oz. Hershey's Kisses resource distribution. 101 matches (or toothpicks) 10. Define several demographic 10 sandwich bags terms including birth rate, Overhead transparency on which terms A-K and their definitions appear (optional) death rate~ life expectancy. Draw correlations between population growth rate and Procedures: wealth, and between wealth Preparation, the night before: and energy use. 1. Measure out the yarn or string for each region according to the Region Subjects: Information chart on page 129. You can use a different color yarn for each Social Studies, Science, Math region, or, if you only have one color, make a tag to label each piece with Skills: the name of the region whose perimeter it will represent. Interpreting and analyzing demographic data, role 2. Count out the number of Hershey Kisses required for each region and bag playing, drawing connections them. Make labels for them according to the chart, and tape the appropriate label to each bag. Do the same for the matches. Method: Students participate in a 3. Read through all the discussion questions and make notes to yourself about global simulation game that links to local, national and international current events. Seeing such ties illustrates the inequitable between the activity and the real world will dramatically enhance the meaning distribution of population and the students glean from the exercise. As much as possible, you'll want to resources among the different encourage them to make observations, critically evaluate the demographics, world regions. and hypothesize on possible causal relationships between the statistics.

Your students will likely start a discussion of these issues themselves, but if they don't, the discussion questions will help to stimulate and/or direct class discussion. Because of the large amount of information in each section, it's best to discuss each group of statistics while they're fresh in the students' minds, rather than saving all discussion for the end.

128 People and the Planet 01996 Zero Population Growth BEST COPY MIALE149 Region Information Chart

North Latin America America Europe Africa Asia

Yarn Length 28ft. 32ft. 35ft. 45ft. 48ft.

1996 Population in millions' 295 486 728 732 3,501

With 56 Participants (1 = 100 million) 3 5 7 7 34 With 28 Participants

(1 = 200 million) 1 2 4 4 17

Region's Percent of 14% 15% 17% 22% 23% World Land Area'

Percent of Region's Land 12.5% 7% 15% 6% 16% That Is Arable'

Per Cap. Energy Consumption° 58 7 23 2 11 (measured in barrels of oil) matches matches matches matches matches

Per Capita GNP' $25,220 $3,290 $12,310 $660 $2,150 1 Hershey's Kiss = $300 84 Kisses 11 Kisses41 Kisses2 Kisses 7 Kisses

Set up, just before class period begins: 1. Arrange the yarn on the floor to represent the regions and tape it in place.

Note: The activity is designed for use with a group of either 25-30 or 56 participants. If your group will be in the 25-30 range, double the yarn over and knot it before arranging it on the floor.

2. Hide the bags of Hershey's Kisses and matches in a larger bag. Place the 3 bag within easy reach of where you'll be standing as you lead the activity.

Introducing the Activity: 1. While students are still seated, read or paraphrase the following introduction:

"All societies need and use natural resources such as land and energy, but the ways in which various societies use these things can differ greatly. For example, a small population may use an enormous amount of farmland or gasoline compared to the amounts used by other, much larger populations. This creates 'have' and 'have not' societies with potential for human discomfort and social conflict. The simulation we're about to do is going to demonstrate how this happens."

2.Appoint 5 students to be the "ambassadors" for the world regions. Give them their information cards and direct them to their regions.

©1996 Zero Population Growth People and the Planet 129 150. 3. Populate the regions with the rest of the students, according to the chart. Given the length of the demonstration, you may wish to have students sit, rather than stand, in their regions.

Note: If you have too few students, you can use chairs to substitute for the missing citizens. If you have too many students, appoint the extra students to a "United Nations Advisory Committee." Instruct the members of the Committee to pay close attention, as you will be calling on them for their opinions as a neutral party later in the activity. They should be thinking in terms of whether the inequities in each region's share of population/food/ NO income are problems, and if so, what policies could lead to solutions.

4. Identify each region by name for the class.

Note: The regions in this simulation are those defined by the United Nations and, therefore, Mexico is included in Latin America rather than in North America. Also, the sixth world region, Oceania, is not included because its population is so small relative to the others that it cannot be accurately represented.

5. Explain that the dimensions of their regions are to scale, and the number of students within each region is proportional to its actual population; the idea is to give an accurate sense of the population density in each area.

Facilitating the Activity: For each of the sections that follow Population Demographics, Quality of Life, Land Use Patterns and Energy Consumption and Wealth use this basic procedure:

1. Review definitions of section's terms, referring students to the overhead transparency or chalkboard.

2. Review world statistics.

3. Offer any supplemental information provided.

4. For the first three sections (Population Demographics, Quality of Life, and Land Use Patterns) you will call on the ambassadors to read their regions' Pr respective statistics. A sequence that works well is: North America, Latin America, Europe, Africa, Asia.

In the last section (Energy Consumption and Wealth), you will be distributing the bags of matches and Hershey's Kisses. It makes a more dramatic impression to start with the country whose amount is the smallest and continue in ascending order to the country whose share is largest. Referring to the labels on the bags, you will read aloud'each region's quantity of each resource. Hold each bag up high so the whole class can see it before you pass it to the appropriate ambassador.

5. Review discussion questions. 130 People and the Planet 151 01996 Zero Population Growth Population Demographics

I. Definitions: Terms A-E A. Population: The number of people living in a region.' B. Birth Rate: The number of births per 1,000 people per year.' 41.11Ww- C. Death Rate: The number of deaths per 1,000 people per year.' D. Rate of Natural Increase: Growth caused by having more births than deaths in a year (does not include immigration or emigration).9 E. Doubling Time: The number of years it will take a population to double in size if it maintains its current growth rate.'"

II. World Population Demographics a. The 1996 world population is 5.8 billion. b. The birth rate is 24 per 1,000. c. The death rate is 9 per 1,000. d. The world's annual growth rate is 1.5%. e. At this rate the world's population will double to 11.6 billion in 46 years.

III. Supplemental Information Regarding Population Growth Rates: A population grows whenever its birth rate is higher than its death rate. The growth rate is determined by the size of the difference between the birth and death rates. The closer these rates are, the lower the growth rate. Where birth and death rates are equal, the population's growth rate is zero. The world's current birth rate is almost three times its death rate.

IV. Ambassadors Read Statistics A-E from Their Cards

V. Discussion Questions 1. What will it mean to have our population double? What else will we need to have twice as much of to provide for all those people?

We'll need twice as much of everything people need to live: food schools land to grow the food on hospitals clean water roads shelter cars energy to power our cars and heat our homes and cook our food ...

2. Asia's doubling time is 43 years. If we returned in 43 years and did this exercise again, would we be able to fit twice as many people into Asia's space?

Quality of Life

I. Definitions: Terms F-I pr F. Secondary School Enrollment Ratio: The ratio of the percentage of each gender's population in the applicable age group (12-17 years of age) enrolled." J G. Total Fertility Rate: The average number of children a woman will have in her lifetime.' H. Infant Mortality Rate: The yearly number of children who die before reaching the age of one year per 1,000 live births. 13 I.Life Expectancy: The average number of years a person born today could expect to live under current mortality rates."

II. Worldwide Quality of Life

f.Of the world's 12-17 year olds, 58% of boys and 50% of girls are enrolled in school. g. The world's women bear an average of 3.0 children. h. The world infant mortality rate is 62 per 1,000. i.The average human life expectancy at birth is 66 years.

III. Ambassadors Read Statistics F-I from Their Cards

otos IV. Discussion Questions 00, twew 1. Can you see any connection between Africa's unusually high infant mortality rate of 91 per 1,000 (almost 1 in 10), and its high total fertility 4P rate of 5.7 children per woman?

When people know each of their children has abouta 10% chance of not surviving to adulthood, they will have more children to increase the likelihood that some will survive. This is especially crucial for people living in societies where there isno social security and no retirement plans, where the elderlyare entirely dependent on their children for care and financial support.

2. Infant mortality rates are consistently lower in regions in which girls have access to higher education. Is this coincidental, or is there a correlation here? What abilities and/or knowledge do educated people have that might be useful to them as parents?

Literacy (including reading and basic math): Parents with these abilitiescan: read directions, such as those on over-the-counter medicines and infant formula. educate themselves about any subject, including child development andcare. get better jobs and earn more money.

132 People Biology: Exposure to these subjects makes people more aware of how to take good care of themselves and their children. They understand the importance of good nutrition medical care, especially perinatal care

3. What do indicators like a high infant mortality rate and short life expectancy say about the quality of life in a region? What are some possible causes?

Possibilities include: Food that's insufficient in quantity or nutritional value Lack of clean water Low quality medical care or none at all Exposure to high levels of pollution

Land Use Patterns I. Definitions: Terms J and K

J. Urban Population: Percentage of the total population living in areas termed urban by that country (typically towns of 2,000 or more or in national or provincial capitals).' K. Arable Land: Farmland; land capable of growing crops."

II. Worldwide Land Use Patterns

j. 43% of the world's population (about 2.5 billion people) now live in urban areas. i. There are 0.6 acres of arable land per person on Earth.

III. Supplemental Information

Regarding Urbanization: By 2025, the number of the world's people living in urban areas is expected to double to more than 5 billion. 90% of this growth will occur in the developing world. Almost 75% of the population in the developed world already lives in urban areas. In the developed world especially North America most of the current population shift involves people moving away from concentrated urban centers to sprawling suburban and metropolitan regions, or to small and intermediate-size cities."

Regarding Arable Land: The lowest authoritative estimate of the minimum amount of arable land required to feed one person without intensive use of synthetic fertilizers is 0.17 acres." (This doesn't include crops for textiles or cash crops needed for income.)

V. Discussion Questions

1. How will population growth affect the amount of arable land available per person?

When people share a limited resource such as arable land, each person's share of that resource becomes smaller in direct proportion to the number of additional people using it.

2. What would it mean for a country to have its amount of arable land per capita fall below the minimum required to grow enough food to sustain its population?

Such a country would become dependent on imported foods, making it vulnerable to price hikes and shortages.

3. What do you think usually causes people to move to cities?

The shift of jobs from agriculture to industry and services leading to a concentration of economic opportunities in urban areas.

4. What are some possible positive and negative effects of having such large proportions of countries' populations shifting to urban areas?

Positive Effects: More green space is left open for: other species to inhabit. trees and other plants to continue producing the oxygen we all need. potential farmland.

Well-planned cities can offer people: more job opportunities. better public services and living conditions.

Negative Effects: When a city's population grows very rapidly, two major effects are likely:

I Higher rates of unemployment and poverty occur when more people come looking for work than there are opportunities available. can happen in spite of economic growth.

Greater environmental problems: infrastructure facilities and services can't expand quickly enough to keep up with increased demand. (9 streets become congested, levels of pollu- rise, sanitation systems are overwhelmed, and residents' health and general quality of life decline sharply. 134 People and the Planet 1.55 ©1996 Zero Population Growth Energy Consumption and Wealth I.Definitions

L. Energy Consumption: The total amount of energy used by each region 4 per year divided by the number of people living in that region includes industrial use." M. Gross National Product: A commonly used measure of a nation's wealth, determined from the annual profits generated within a region by all goods and services exchanged that year.2° I

II. Symbolism of Props

Regarding the matches: While energy is provided in many ways, including wood, coal, natural gas and nuclear power, in this activity, all these sources have been combined and are expressed in terms of barrels of oil. These matches represent the average amount of energy consumed by each citizen of each region in the course of a year. Each match = 1 barrel of oil. One barrel contains 55 gallons.

Regarding the Hershey's Kisses: The Kisses represent the amount each person would get per year if his/her region's annual GNP were divided equally among all its citizens, expressed here in U.S. currency. This is also considered to be an indicator of average annual income. Each Kiss = $300.

III. Distribute Bags to Ambassadors

Start with the country whose amount is the smallest and work up to the country whose share is largest. Hold each bag up high so the whole class can see it. A From the labels, read aloud each region's quantity.

IV. Instruct Ambassadors to Distribute the Candy Among Their Citizens

Expect and allow students to migrate and ask for aid. Assist them in making connections between their reactions to the simulation and real-world phenomena.

1. What would it be like in this room e if we lit all these matches?

2. Who would have to breathe all that smoke? Would only the citizens of North America be breathing the pollution generated by their 58 matches?

3. What do the people in our Asian and African regions think about the fact that the North Americans have a bag bulging with wealth, when they have so little?

4. How could/do people from regions with less wealth and opportunity get access to those things?

5. What does the North American Ambassador think about the uneven distribution of wealth? What does he/she want to do about it?

6. How will the wealthier regions decide to which countries they will offer foreign aid? What, if any, conditions will you impose on nations receiving your help? Will you trust the countries receiving money from you to put it to good use, or will you attempt to control what is done with it?

7. How will the less densely populated regions decide from which countries they will accept immigrants? What, if any, conditions will you impose on people seeking permission to immigrate? Will you accept only very well- educated people, or will you base your decision on need giving preference to those with the least opportunity in their home countries? Or those suffering political persecution? Or refugees from war-torn nations? Or would it be based solely on numbers, first-come, first-served?

8. In the process of eating the Hershey's Kisses, which region generated the most empty wrappers? Do you think this is an accurate representation of J how much garbage each country creates as a function of its wealth and consumption?

9. [Good for the United Nations Advisory Committee, if you have one.] What does the group think should be done about the inequitable distribution of wealth and consumption of resources? Do donor nations have the right or obligation to link aid to certain policies that might enable recipient countries to become self-sufficient in the future? What might those be? Should rich countries be required to reduce their consumption levels? How could this be encouraged or enforced? What should be done about environmental problems (acid rain, ozone depletion) caused by one region, but affecting others?

1.5.15.20 "1996 World Population Data Sheet." Population Reference Bureau, Washington, DC, 1996.

2.3.'" Roberts, Leslie, Ed.,World Resources 1996-97.The World Resources Institute, The United Nations Environment Programme, The United Nations Development Programme, and The World Bank. Oxford University Press, New York, 1996.

4. '" The World Bank,World Development Report 1995.Oxford University Press, New York, 1995. i8 Engelman, Robert, and Pamela LeRoy.Conserving Land: Population and Sustainable Food Production.Population Action International, Washington, DC, 1995. p. 9.

North American Ambassador Card I am the North American Ambassador. Here are some statistics that shape my region of the world:

A. North America's population is estimated at: 295 million B. Our birth rate is: 15 per 1,000 C. Our death rate is: 9 per 1,000 D. Our annual growth rate due to natural increase is: 0.6% E. At this rate our population will double in: 114 years F. Of our 12-17 year olds, 99% of the boys and 98% of the girls are enrolled in school. G. North American women bear an average of: 2.0 children H. Our infant mortality rate is: 7 per 1,000 I. Our life expectancy at birth is: 76 years I.The percentage of our people living in urban areas is: 75% K. Acres of arable land available per person: 2.0 acres

Latin American Ambassador Card I am the Latin American Ambassador. Here are some statistics that shape my region of the world.

A. Latin America's population is estimated at: 486 million B. Our birth rate is: 26 per 1,000 C. Our death rate is: 7 per 1,000 D. Our annual growth rate due to natural increase is: 1.9% E. At this rate our population will double in: 36 years F. Of our 1.2-17 year olds, 50% of the boys and 53% of the girls are enrolled in school. G. Latin American women bear an average of: 3.1 children H. Our infant mortality rate is: 43 per 1,000 I. Our life expectancy at birth is: 69 years J. The percentage of our people living in urban areas is: 71% K. Acres of arable land available per person: 0.7 acres loo=, =, =, =, =, e00000000000000000CIIC CI 0 0 0 IC 0 ic ©1996 Zero Population Growth 158 People and the Planet 137 CP.. I=1 1= 0 CP 0 0 0 0 0 0 0 0 0 0 CI CI ICI 0 0 0 0 0 0 0 European Ambassador Card I am the European Ambassador. Here are some statistics that shape my region of the world:

A. Europe's population is estimated at: 728 million B. Our birth rate is: 11 per 1,000 C. Our death rate is: 11 per 1,000 D. Our annual growth rate due to natural increase is: -0.1% E. At this rate our population will not double. F. Of our 12-17 year olds, 89% of the boys and 94% of the girls are enrolled in school. G. European women bear an average of: 1.5 children H. Our infant mortality rate is: 11 per 1,000 I. Our life expectancy at birth is: 73 years J. The percentage of our people living in urban areas is: 74% K. Acres of arable land available per person: 0.5 acres L 0 0 0 0 0 01 0 CO 0 10 CI 0 0 CP CI CI CI 0 CI 0 0 0 CI CI 00 e e 1=1 o O CP CI 0 I=1 0 0 0 0 10 CP 0 CI CI CI 0 0 ICI 0 ICI 0 0 0 CI CI CI CI 0 0 0 0 0 0 CICM CI CI CI 1=1 0 ICI 0 0 CI 1=1 0 0 0 African Ambassador Card I am the African Ambassador. Here are some statistics that shape my region of the world:

A. Africa's population is estimated at: 732 million B. Our birth rate is: 41 per 1,000 C. Our death rate is: 13 per 1,000 D. Our annual growth rate due to natural increase is: 2.8% E. At this rate our population will double in: 25 years F. Of our 12-17 year olds, 36% of the boys and 30% of the girls are enrolled in school. G. African women bear an average of: 5.7 children H. Our infant mortality is: 91 per 1,000 I. Our life expectancy at birth is: 55 years J. The percentage of our people living in urban areas is: 31% K. Acres of arable land available per person: 0.6 acres L ICI 0 CP 0 ICI 0 0 0 0 0 CI 0 10 10 CI 0 0 0 CI 10 CI 0 0 0 00 ICI 0 0 CP 0 0 0 0 0 0 CI JI r=.=, e re cm ere e re re co er re re re re er re re re Ca re Asian Ambassador Card I am the Asian Ambassador. Here are some statistics that shape my region of the world: A. Asia's population is estimated at: 3 billion, 501 million B. Our birth rate is: 24 per 1,000 C. Our death rate is: 8 per 1,000 D. Our annual growth rate due to natural increase is: 1.6% E At this rate our population will double in: 43 years F. Of our 12-17 year olds, 57% of the boys and 45% of the girls are enrolled in school. G Asian women bear an average of: 2.9 children H Our infant mortality rate is: 62 per 1,000 I. Our life expectancy at birth is: 65 years J. The percentage of our people living in urban areas is: 33% K. Acres of arable land available per person: 0.3 acres

L 0 0 0 CO 0 0 0 0 =I CI =creole re re re co re re re re e re re re e co re re co re..11

Introduction: This luncheon-game is meant to simulate for students some of the inequities of the present socioeconomic world situation and some of the feelings of helplessness and frustration that result from these inequities. By enabling the participants to deal Concepts: with a concrete experience of purchasing power, the exercise becomes a learning Much of the world suffers tool that explores global imbalances. Through this luncheon, students will become from chronic hunger and more familiar with the disparity of resources around the world and may then make malnutrition due to popula- the links to the disparity of resources in the United States. tion pressures and the inequitable distribution of Materials: food and wealth. For a class of 30 students Objectives: Food (see menu on page 143 for items needed you will need larger quantities Students will be able to: of the cheaper items, since most students will only be able to afford those) 110. Discuss their reactions to 3 tables (one buffet-style for food, two for eating) the inequities of the luncheon 1 tablecloth and table furnishings (centerpiece, etc.) in a debriefing session. 10, Express their values as 10 chairs they respond to the global 200 "chips" (small squares of cut paper) distribution of population, 30 "1/2 chips" (small squares of a different color cut paper) wealth and food. 15 visas (small cards marked "visa") Understand the global 4 Industrial/First World Role-Identity Cards (provided) disparities of resources as 3 Transitional/Second World Role-Identity Cards (provided) well as the disparity of 23 Developing/Third World Role-Identity Cards (provided) resources within their own 30 menus (or one large menu posted for the class) (provided) communities. Procedure: Subjects: Social Studies, Family Life Set-up: Education

The game is best played with at least 30 people in order to have a visible pro- Skills: portion of rich and poor. It is a good exercise to coordinate with other class- Communication, bargaining, rooms during lunch period or on activity night. You might use the following conflict resolution, strategic figures in proportioning your players and resources. planning, writing

Population Wealth Method: Distribution Players Distribution+Chips Students participate in a Industrial/First World* 15% 4 80% 40 luncheon-game that simulates inequities in the Transitional/Second World* 10% 3 15% 8 global distribution of food Developing/Third World* 75% 23 5% 3 and wealth.

*Economic classification based on per capita GNP as listed in The World Bank, World Population Projections 1994-95. (First World: $8,356 or more; Second World: $2,696-8,355; Third World: Below $2,695). +Wealth distribution based on a comparison of per capita GNP averages as outlined above and as differentiated by reliance on the export of raw materials to earn foreign exchange. The classi- fications and income concentrations are cited from World Resources: A Guide to the Global Environment 1996-97.

©1996Zero Population Growth People and the Planet 139 160 You will have to adapt these figures if you have more or fewer players, but you can base this on the population distribution. The figures are estimates drawn from multiple sources and therefore you may want to draw more precise figures on particular countries from the cited sources.

There should be two persons available for selling food and visas. V The game is prepared around the setting of a luncheon buffet. Feel free to adapt the menu provided.

The food or buffet table should be made to look as attractive as possible. A beautifully furnished table and chairs should be placed in a corner of the room for the Industrial/First World players. Provide a modest table and chairs for the Transitional/Second World players. The Developing/Third World players should be confined to a small unfurnished section of the room, providing only chairs or sitting room on the floor. There should be a clear difference in the three settings.

Prepare envelopes for each student including a Role-Identity Card and the proper number of chips according to the table. Also, you might include a menu in each envelope. Extra chips can be used by the food and visa sellers for change.

Facilitating the Activity: 1. Give each player his/her materials. If you know the students, it might be a good idea to place a vocal individual in each of the three "worlds." Should you not know the players, simply give a set of materials to each player at random.

2. Tell the participants that: a. This is a simulation game approximating the distribution of wealth, population and food as it is in the real world. b. They are to deal with the situation as they see it, and enjoy the meal. c. There are no rules other than those on their Role-Identity Cards.

3. The dilemma of how to deal with the inequities of the food and wealth distribution may take various forms. The group may immediately take on a "just and humane" style and work toward providing every player with an equal or adequate share of food. This is "the ideal" and will not necessarily happen. It might happen that the game results in "confrontation"or "revolution." In that case, it should be resolved by having the sides draw up a statement of "grievance" or "justification," etc. This should express both their feelings and their plan to resolve the situation. 140 People and the Planet ©1996 Zero Population Growth 161 The facilitator should judge when the game has been played out and declare it over. At the finish, it is important to invite the players to drop the rules and share the food. However, you might want to let the inequality go unresolved. This would not be recommended if the session were to be lengthy. This is an exercise in exploring difficult issues, not frustrating students.

Debriefing: The debriefing session is very important and the facilitator needs to draw out students' reactions and synthesize their perceptions and insights. Also, after the group debriefing session, have students write about their personal experiences and responses. This should be a non-graded exercise that could either be handed in or shared in small groups. The debriefing should motivate students to study the complex problems of the global and local situations.

Discussion Questions: 1. What was your emotional reaction to the rules? To the rules of the other groups?

2. How did you feel toward the people in the other groups?

3. Did you agree with the manner in which your group resolved the problem? Do you think it was "realistic?"

4. Did your feelings change significantly during the experience? If so, when? Why?

5. Does the global situation make you think about your own community?

6. Is the distribution of resources in the United States equal?

Follow-up Activities:

1.Have students list 3 things they can do as individuals to work toward more equitable food and resource distribution worldwide.

2. Have students extend this list to 3 more things they can do as individuals within their own communities.

3. Design an extra-credit project for students to volunteer at a soup kitchen or at other community service projects.

4. Celebrate World Food Day on October 16 by facilitating this exercise in order to engage students with the issues and to heighten awareness around your school. Contact the U.S. National Committee for World Food Day at 1001 22nd Street, Washington, DC 20437; (202) 653-2404.

Adapted with permission from the Americans Friends Service Committee. The original activity, "Simulation Came," appears inHunger on Spaceship Earth,The American Friends Service Committee, New York Metropolitan Regional Office. ©1996 Zero Population Growth 162 People and the Planet 141 HUNGER BANQUET ROLE-IDENTITY CARDS

CI CI CI 0 CI 10 0 0 CI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 CI 0 0 CI

Welcome to the First World...

You are a privileged citizen of countries such as Japan, Germany, Australia and the United States. You are part of the 15% of the world's population who lives in the industrial world and you have an almost unlimited access to the goods of the Earth.

You are invited to enjoy the luncheon we have prepared for you. You have been given 40 chips, which entitle you and your fellow First World citizens to enjoy most of all that is being served because as a citizen of a high income nation you have control of almost 80% of the world's wealth.

Because you enjoy a high level of well-being, health, literacy and wealth, you are granted an unconditional visa to travel anywhere you choose. However, each time you visit the Second World, you must donate 1 chip to the country, and each time you visit the Third World, you must donate a 1/2 chip. L0 0 0 0 0 0 0 0 0 0 CI CI CI 0 0 0 0 0 0 0 0 0 =I ICI 100 10 0 0 0 JI

CI 0 0 0 =I 1=1 I=1 CI CI CI CI

Welcome to the Second World...

You are a member of the "transitional" peoples of the world, a citizen of one of the progressing industrialized countries such as South Africa, Slovenia, Malaysia and Brazil where you enjoy 15% of the world's wealth. You are part of the 10% of the world's people who have been given a relative buying power in your packet of 8 chips. Please feel free to purchase whatever you can from the luncheon table.

Since you enjoy a growing level of literacy, good health and wealth, you are free to travel to the countries of the First or Third World under these conditions:

1) You must travel in pairs. 2) Visa must be purchased at luncheon table. One chip must be deposited at luncheon table for each visa, and no more than 2 people may be issued visas at a time.

Welcome to the Third World...

You are hereby classified as a citizen of the developing world. Unfortunately, that will be of some disadvantage to your participation in this luncheon for you have only 5% of the world's wealth.

Since you make up 75% of the world's population, it is not quite possible for you to have full freedom in consumption of the Earth's resources, or in fact, of our luncheon. You are entitled to a small fraction of the Earth's goods and have been given a relative buying power of 3 chips. We encourage you to be creative in your efforts to increase your buying power, perhaps through combining your chips.

Due to your high level of disease and illiteracy as well as your lack of wealth, we regret to inform you that your ability to travel is restricted.

Cost:Visa to Second World7 chips Visa to First World9 chips

Visas may be purchased at the luncheon table.

0 1=7 07 1=0 I= 1=1 C1 1= 0 0 1=1 0 0= 0 =I 0 =I 1= CI 0 1=1 0 0 0 0 0 0 0

ITEM SIZE COST Meat 1 slice 4 chips Cheese 1 slice 4 chips Salad 1 portion 3 chips Bread 1 slice 1/2 chip Pastry 1 portion 5 chips

Rice dish 1 portion 1 chip Raisins 1 portion 1/2 chip Cracker 1 portion 1/2 chip Fruit 1 portion 3 chips

Tea 1 cup 1 chip Juice 1 cup 2 1/2 chips Milk 1 cup 1 chip Sugar 1 teaspoon 1/2 chip Condiments 1 teaspoon 1/2 chip

©1996 Zero Population Growth 164 People and the Planet 143 ,i\TY 41% For The Common Good < -Er Introduction: Renewable resources, such as trees or fish, can be maintained if managed properly. But if not given an opportunity to reproduce, these resources can be exhausted quickly, especially as the demand for the resources grows. In man- Concepts: aging these resources, it is important for people to use them cooperatively Sustaining our natural and to not sacrifice long-term gain for short-term profits. In the first part of resource base requires conservation and the cooperative use this activity, students play a game where cooperative decisions must be made of resources held in common. if all are to benefit. Note: It is best to play the game first without telling the students that the chips represent resources that must be shared. Part 2 rein- Objectives: forces the concept that cooperation, rather than selfishness, brings more Students will be able to: long-term benefits to the society. Identify a strategy that would produce a sustainable Materials: use of resources in a simulation game. Tokens (such as poker chips or peanuts in the shell) Draw parallels between the 10 tokens per student should be available altogether chips used in the game and Hard candies, stickers or something the students value highly renewable resources upon Stopwatch or watch with a second hand which people depend. CD or tape player for playing music M. Draw parallels between the CD or tape of lively music (at least eight minutes worth) actions of participants in the Paper and pencils or pens games and the actions of people in real -world situations. Part 1: Something for Everyone Subjects: Social Studies, Science, Procedure: Language Arts 1. Count out, but do not distribute, 10 chips for each student playing the game. Put one-fourth of them in a separate pile. Shills: Finding cooperative strategies, 2.Seat the students in a circle. following directions

Method: 3.In the center of the circle, place the pile comprising one-fourth of all the In a simulation, students chips. For example, if you have 10 students, you use 100 chips and begin desiring to draw renewable with 25 in the center. resources from a common pool determine short-term 4. Read the following rules twice to the students. consumption strategies that will preserve a long-term sup- Rules: ply of the resource. Given a hypothetical situation about 1. The chips belong to all of you. resources, students must decide what is in the best 2.Music will be played, and while it is playing, everybody may take chips interest of themselves and out of the pool of chips in the center. their classmates, 3.You may trade in 10 chips for a piece of candy (or sticker).

5. There will never, however, be more chips in the pool than there are at the start of the game; this is the maximum number of chips the pool can hold.

6. You may not talk to anyone during the game.

Notes to the Teacher: DO NOT explain the significance of the chips before playing the game. The rules are the only instruction the players get.

The players will most likely empty the pool at the start of the game. Point out that, as it's impossible to double zero, the game is over. Ask if they'd like to try again. Each student must return all of his/her chips to the pool.

Continue to play the game for several rounds without giving the students time to communicate with one another in between.

When doubling the chips in the pool, remember there can "never be more chips in the pool than at the start of the game." This is the pool's carrying capacity for chips.

After several rounds, you may allow the students to talk while the music plays so they can discuss strategies.

After five or six rounds, ask students how they feel about the way the game worked out. As a group, help students think of ways they could cooperate to allow more of them to get their 10 chips without depleting the pool of resources. Play again using the strategies developed by the students.

Discussion Questions: r== 1.What do the chips represent? 0 Renewable resources, such as fish or trees. (Coal, gasoline, oil and iron are. ©1996 Zero Population Growth 186 People and the Planet 10. examples of nonrenewable resources, and therefore aren't applicable in this exercise.)

2. Can we draw any parallels between the way the group treated the chips and Pr the way individuals and society as a whole use or overuse renewable resources?

Deforestation: cutting trees down without planting replacements or at a J rate that does not give new trees enough time to grow to maturity before harvesting. Overfishing: taking so many fish that not enough are left to reproduce and replenish the stocks for next year. Overfarming: depleting the soil of nutrients without giving it time to regenerate.

3. How many chips were taken out of the pool in the different game variations? How many candies did this generate? How did it make you feel about other members of the group?

4. How did talking about the game make you play differently? After discussing strategies, did it seem that differing attitudes were behind the different ways you played the game? Why did some players take as many chips as they could reach and others left some behind? How did this make you feel?

5. Have you experienced a similar situation at home, with friends, in your community? (It may help to provide an analogy, such as several people in the house competing for hot water in the morning.) How, in the long run, can more benefit if individuals refrain from taking too much? What sort of atti- tude do we need to have to achieve the goal of the greatest benefit for all?

Part 2: A Social Dilemma Procedure: Distribute small pieces of paper and instruct the class that they are to

choose to write a C or a D on O the papers after listening to the I following guidelines:

1. If you write a C, I give you nothing, but I give everyone else in the class a dollar (pretend money).

2. If you write a D, I give you $2, but I give everyone else nothing.

3. None of you is allowed to see what anyone else has written.

4. The result is that you'll get however many dollars you gave yourself, plus however many dollars everyone else gave you.

Give them a short time to make their decisions and write C or D. Then tell them to consider the following two points:

1. If everyone puts down a C, each of you gets a dollar for everybody in the class except yourself. That's how many dollars? (The number of students in the class minus one.)

2. If everyone puts down a D, everybody gets only $2. Anyone who would like to change his/her answer may do so now.

Give students time to reconsider and change their answers if they so choose. Then ask the students to reveal their final choices, whether they've changed and why.

Notes to the Teacher: This type of situation is called a social dilemma. Everyone does best if all cooperate (the C option), but each gets a little more money by acting selfishly, or defecting (choosing D). It is a common situation. Students who understand the theory of social dilemmas will be better able to understand the need for solutions to them.

Discussion Questions:

1.C stands for cooperating and D for defecting. How would you feel if you cooperated and everyone else defected?

2. How would you feel if you defected and everyone else cooperated?

3. In this game, when do all the participants get the most? The least?

4. What are some examples of C-type (cooperative) behavior in the real world?

Contributing to public TV, not trying to evade the law, keeping promises, doing one's job wholeheartedly in the absence of supervision, not taking more than one's share of a public resource, not polluting the air and not having too many children. The D response corresponds to the opposite choice in each case.

5. Think of a real-life social dilemma in which too few people cooperate. How could people be encouraged to cooperate more?

Part 1 adapted with permission from an activity developed by Kurt and Ursula Frischknecht and Karen Zimbelman in Thinking Globally and Acting Locally: Environmental Education Teaching Activities by Lori D. Mann and William B. Stapp, ERIC/SMEAC, ©1982.

Part 2 adapted with permission from an activity developed by Jonathan Baron, Decision Science Consortium, Inc., Reston, VA, 1988.

Introduction: Population pressures throughout the world have encouraged migration, the movement of people from one place to another. While most people might prefer to stay in their homeland, they often feel compelled to leave in search of Concepts: a better quality of life somewhere else. This activity is designed to take a closer People throughout the world look at the causes of migration, the "push/pull" factors that repel people from migrate to improve their quality of life. and/or attract people to various regions. Push factors may include economic hardship, social or cultural discomfort (from exclusion or hatred), violence, Objectives: an unhealthy environment and a harsh climate. Pull factors may include Students will be able to: economic opportunity, security, social or cultural comfort (from inclusion or lir Identify " push/pull" factors caring), cultural amenities, natural beauty and a milder climate. that influence people's decisions to move. Many people emigrate from one country to another in search of a better way of ilobUse inductive reasoning to life. Most people on the move throughout the world migrate within theirown draw conclusions about countries, often from rural to urban areas in search of jobs. Automotive and migration at large. airplane technologies have encouraged and opened up the possibility of inter- M. Evaluate the activity as a nal migration at unprecedented levels. In the first half of the 1990s,one in ten model for migration and Americans moved from one state to another. One in three people moved within identify limitations. their state. What is at the root of this mobility? Why do people change loca- 00. Express their reactions to tions? Are there parallels that can be drawn between internal migration (within the activity. lo Determine a fair method of a country) and international migration (from one country to another)? rectifying the activity's "injustice." The lesson begins with a brief simulation activity illustratinga prime reason people migrate (more opportunities in another place) and then moves toa Subjects. class discussion. Social Studies Materials: Skills: Observation, critical thinking, About 150 pieces of candy inductive reasoning, sharing Masking tape (optional) experiences, problem solving

Method: Procedure: Students participate in a brief 1. Draw a line using tape or chalk that separates the class in half. simulation that helps them Explain the rules: identify some of the reasons that people migrate from one "This line should be considered a boundary defining side A and side B. One by place to another. one I am going to distribute the candy to students on side A. Eventually you may eat your candy, but please refrain from doing so until I say it is time. If any person is caught grabbing pieces from another person or throwing the pieces, he or she will face a penalty. Any student may choose not to accept hisor her I allocated candy. Of course, general respect is expected from everyone."

2. Circulate around side A and distribute the candyone at a time. Carry the bag with you to show a limited supply. Give candy only to studentson side A. Avoid using the terms "side A students" and "side B students" because 148 People and the Planet ©1996 Zero Population Growth 169 they imply a fixed identity. The object is to communicate that they are or are not receiving candy based not on who they are, but where they are.

There may be questions or objections to the procedure. If needed, calmly explain that the nature of the activity is to distribute the items unevenly. People on side A receive candy; people on side B do not. If students on side B ask for some, tell them that you cannot give them any because they are not on side A. Do not discourage friends from sharing across the border, as long as they do not throw the candy. Also do not discourage students from moving across the border. Distribute candy to any student who moves to side A once he/she has settled in a fixed spot.

Do not give any candy to students who move to side B. Do this until you have distributed all the candy pieces.

The expected result is that, by the end of the activity, some students will have moved from side B to side A. At the end of this activity, refrain from moving people back to their seats unless necessary.

Discussion Questions: O <:t1 c -2 Part 1: Observations What happened? cr 1. Did anyone switch sides? How many from A to B? How many from B to A? CI

2. Did anyone share pieces of candy with someone else?

3. Did anyone break the rules (i.e., grab or throw candy, eat candy before teacher gave O.K.)?

4. Did anyone try to receive candy out of order?

Part 2: Reactions How did/do people feel? 1. Describe your reactions during the activity (i.e., what you were thinking/feeling).

2. Was anyone angry? What or who was the object of the anger?

©1996 Zero Population Growth People and the Planet 149 1 70 3. Assuming students switched sides: How did people on side A feel about people switching sides? How did people on side B feel about people switching sides?

4. If there was an infinite amount of candy, would feelings be the same?

5. For the students who switched to side A, what determined specifically where you went on side A?

6. Did anyone like/dislike the teacher during this activity? Why?

7. For the students who received the most pieces, how do you think you would have felt if you had been given the same number you have now, but side B had been given double that number?

Part 3: Interpretations What does it mean? 1. What do you think this exercise was designed to demonstrate?

2. In the real world, what might the pieces of candy represent?

3. In the real world, what might the two sides represent?

4. Consider someone on side A who decided not to play by the rules. What might that represent?

5. Consider if that person were caught and moved to side B or out of the game. What might side B represent? Who or what might the teacher represent?

6. Brainstorm two lists on the board for migration push factors and pull factors. Based on this activity, what would you say is the major reason that people migrate? How would reasons for migrating from one place in the United States to another be the same as reasons someone might migrate F from another country into the United States. How might they be different? 1 Part 4: Critical Thinking J 1. Who in the class has moved from another country or state in his/her lifetime? Why?

2. Think about your ancestors. Where did they come from? Why did they migrate?

3. What are some of the limitations of this simulation? What important migration factors did the activity not demonstrate?

Simply moving to a wealthier region or country does notensure a better quality of life, at least not right away. If often takes more thanone generation for immigrants' socioeconomic status to approach that of the "average" American. They often must learn a new language and /orsecure new job skills to earn more money. Also, people who migrate "illegally"are denied opportunities. 150 People' and the Planet ©1996 Zero Population Growth 171 The simulation primarily demonstrated the push /pull factors of migration that relate to wealth and better opportunities. It did not address other factors such as political, cultural and religious persecution; war; and healthier environment.

4. There are big differences in resources between people in almost every society, yet the poor often do not migrate and become neighbors with the wealthy as this activity would seem to indicate they might. Why is this?

5. Why does this resource difference exist? Should we try to alleviate this difference? Can we? How?

6. There is a resource difference (of candy) in this room. What should be done?

This last question is a valuable problem-solving activity, and, as much as possible, it should be left to the students to decide upon and implement a plan. Help them implement whatever plan they choose (equal redistribution for instance), but do not impose a decision; help them decide their own.

The last step after redistribution, of course, is to eat the candy.

Note to the Teacher:

When going through the discussion questions after the simulation, be sensitive to the experiences of the students in your class, some of whom may be recent immigrants themselves or may move frequently from place to place within the country due to parents' job situations, foster care or other family issues. Be careful not to embarrass anyone one of the points of the activity is to foster understanding for why so many people do migrate. Rather than focus the discussion on current immigration debate in the United States, you may want to place migrations of people in a historical context, such as the Irish potato famine or Eastern European Jews escaping the persecution of pogroms in the early 20th century.

Follow-up Activities: e'lr'ar, 1. As an individual or group project, have students explore and report on a large migration that occurred in history because of religious persecution, cultural warfare, labor shortages, food shortages, captivity/slavery, pro- el longed harsh weather, violence, prospect of riches, population pressures, etc. Many of these factors are related and overlap. Aim for variance between projects.

2. Have students interview someone who moved from another state or country. Explore that person's reasons for moving. Where are family members now? What was good about the move? What was most difficult? How does he/she view migration?

3. Invite a few guests into the classroom who can tell their migration stories, discuss their views and entertain questions from students.

Introducfion: Ask students to imagine what it would be like if they were not allowed to go to school because of their gender. This is a reality for girls in many parts of the world, where, because of social, cultural and economic factors, women do not Concepts: have the same choices and opportunities that men have. Of the 1.3 billion Status of women and treat- people in poverty, more than 70 percent are women. In addition, most of the ment of girls affect population 130 million children without access to primary school are girls. growth worldwide,

Objectives: The cycle of discrimination against women in developing countries begins with Students will be able to: the treatment of girls. Many societies do not allow girls to go to school, and m. Explain why girls in many therefore girls have few opportunities for employment and economic freedom. less developed countries receive In these cultures the main function of women is to have children and tend to less education and other oppor- household duties, so it is common for girls to marry and have children at an tunities than boys do. early age. In many of these cultures boys are preferred because they are the OP- Identify links between ones who will someday work and support their parents in old age. Daughters, female literacy and status and on the other hand, are often viewed as economic burdens. When they marry, population growth. they move away to wait on husbands and husbands' families. Since female chil- )' Interpret graph data. dren are not as valued by the society, they often receive less food, medicine and education. In this way the cycle of discrimination continues. Subjects: Social Studies, Language Arts Breaking this complex cycle and raising the status of women begins with making education equally available for girls and boys around the world. Studies show Skills: that women who can read have healthier children. They also tend to delay Critical thinking, reading, marriage and childbearing because they have other brainstorming, interpreting graphs options like college and employment. There is a strong link between education and fertility; the Method more education women have, the more likely In this activity students will they are to have small families. learn about the status of women and girls in developing Women in different parts of the world face countries, and how it is related different struggles. In less developed countries to population growth, by women and girls are struggling for access to reading a short story on the education, health care and employment outside education of girls in Kenya. the home. In the United States and other devel- Students will then answer oped countries women have attained a much discussion questions and higher status and more opportunities in recent interpret a graph. As a follow- decades. Even so, women still struggle to earn up activity they can evaluate an equal wage as men for equal work, and to be the status of women in the United States by discussing well represented by lawmakers. These struggles their heroes. are similar because they are about increasing the options available to women. In recent years, people have begun to realize that discrimination against women has a negative impact on individuals, communities, societies and the environment.

It would seem that because girls and women make up 50% of the world's population that they would be in a position to influence and improve human well-

152 People and the Piano 01996 Zero Population Growth 173 anivivar..44,

being. However, the needs, the work and the voices of women around the world are often ignored. The key to a healthy planet includes social equality. Promoting the health, economic and educational status of the world's women will guarantee a better quality of life for all. In this activity students will think about the role education plays in elevating the status of women. Materials: Copies of the reading "Why has Wanjiku dropped out of school?" (one per student) Copies of the Student Worksheet (one per student) Paper Pen or pencil Procedure: 1. Copy the story "Why has Wanjiku dropped out of school?" and distribute it.

2. After students have completed the reading, have them answer the questions, on the Student Worksheet. Discuss the answers as a class.

Follow-up Activity: Who Are Your Heroes? As a follow-up, students will consider the status of women in the United States. They will use the indicator of heroes to examine how our society values the contributions of men and women. The nature of this activity is subjective, so it is up to the facilitator to draw connections between students' own personal heroes and the traits and ideals that are valued by society as a whole. Procedure:

1. Divide students into groups of three or four and assign each group a category from the list below.

2. Ask each group to brainstorm on a list of four famous figures or heroes in their category.

3. Have students answer the following questions about their heroes. a. How many of them are men? How many are women? 3 b. If you have more of one gender than another hypothesize on why that is. (Example: If your political heroes are mostly men, it might be because more men hold political office.) 0' c. What is it about your female heroes that you admire? (Is it intellectual ability, physical ability, physical beauty, other?) d. What is it about your male heroes that you admire? e. What do "heroes" tell us about culture or society as a whole?

a. political heroes b. religious heroes c. sports heroes d. music heroes V e.literary heroes to I television/ movie heroes g. personal heroes (family/friends) v h. model heroes i.American history heroes j.world history heroes

0 * raift'S J /

As Nyambura lowered her pail into the sun-dappled stream from which she fetched her family's water each morning, she heard a pure, high voice singing the old song about the maize flowers blooming all over Kenya. It was Wanjiku; the voice was unmistakable and much missed in class now that her parents had pulled her out of school to help her mother at home after the birth of her latest brother. Nyambura didn't quite understand why they had done that; her own mother had just as much work as Wanjiku's. Educating Wanjiku And it made her uncomfortable that she was still in school when Wanjiku wasn't. She set her pail down and ran up the path to greet her former classmate; she didn't want Wanjiku to feel that they weren't close friends just because they no longer saw each other daily.

"We got a new goat to go with my new brother," said Wanjiku as Nyambura took her hand.

"Which one is more troubling?" asked Nyambura, smiling.

"It's hard to tell. The goat, I guess. Yesterday it ate the sleeve of my red blouse."

They laughed together and, at the stream's edge, kicked off their sandals to cool their feet in the water.

"It's my little sister who's exciting," said Wanjiku. "She's beginning to talk. She still stumbles when she walks, but she chatters away. Just like me at her age, Mamma says."

Nyambura wondered if Wanjiku's baby sister would ever go to school. She tried to remember the proverb her mother had learned at the dressmaking centre where she had also learned to read a few years before. All the eight-year-old girl could recall, though, was that when she had asked if she should stay at home like Wanjiku, to help with the younger children and the other household chores, her mother had pulled her ears gently and said, "Not you, honeypot. With that head of yours, you're going to write the kind of books that taught me how to read."

©1996 Zero Population Growth People and the Planet 155 f76 "And your father thinks the same," his voice had boomed suddenly in the doorway, "so don't go asking him such foolish things." He had entered the house, smiling, and threatened to tickle her to death if she raised the question again. That had closed the matter for her at least. The problem, thought Nyambura, as she looked at her friend's rippled reflection in the water, was that Wanjiku's head was just as good as hers different, but just as good. One of the reasons she missed Wanjiku so much in class was that her friend's answers to their teacher's questions often set off new thoughts in her own head. Had each made the other's head better?

And now Wanjiku was asking just the question Nyambura had been dreading: "What's going on at school?"

"We're learning division." she replied. "It's easy," she added, remembering how good Wanjiku had been at math. "I could teach it to you if you like." Suddenly she realized that she'd said something wrong.

"Of course it's easy," Wanjiku retorted. "Just the opposite of the times tables we were doing when I left. If five times two is ten, then two goes into ten five times." She stood up and filled her pail. "You know," she said, "I bet I can get my older brother to teach me everything he's learned in school. I don't really need to go myself."

Nyambura wondered, but she said nothing. That brother wasn't very interested in school and he never seemed to have time for anyone but his friends. Then her mother's proverb came back to her: "Educate a boy and you educate one person; educate a girl and you educate a nation."

"WHY HAS WANJIKU DROPPED OUT OF SCHOOL?" Student WorksheetPage 1 of 2

Part 1: Reading Comprehension

1. How old is Wanjiku?

2. Why did Wanjiku's parents take her out of school?

3. Why did Nyambura's mother decide to keep her in school?

4. What might the mother's proverb mean? "Educate a boy and you educate one person; educate a girl and you educate a nation." Do you agree with the mother? Why or why not?

5. How might Nyambura's future differ from Wanjiku's as a result of her having gone to school?

6. What kinds of choices will Wanjiku have when she is older if she never returns to school?

7. Which girl might get married first? Why?

8. Which girl might have children first? Why?

9. List two possible results of societies' denying girls education.

"WHY HAS WANJIKU DROPPED OUT OF SCHOOL?" Student Worksheet Page 2 of 2

Part 2: Graph Interpretation

1. On the graph below, which two countries have the highest female literacy rate?

2. Which country has the highest population growth rate?

3. What might be the relation or connection between the female literacy rate and the population growth rate?

Women'sLiteracy and PopulationGrowth Selected Countries Afghanistan M:40.6iV.%itts Mali Pakistan Yemen Sudan P.M Dominican Rep. Sri Lanka Ismosimmose--- 11111111111111111111ONIIII Jamaica ttft. 111111111111=11111111 Colombia Thailand IN1111111011111110111 1111111111111O111111111111111111 100 80 60 40 20 0 1 2 3 4 5 Female LiteracyRate 1993 Population GrowthRate 1993-2000 There is a close connection betweeneducation and women have, the more likely fertility: themore education they are to havesmallfamilies.

Data source: UNDPHuman Development Report, 1996.

,12.:

= Your Place On The Planet

You may have heard the saying, "Think globally, act locally." What does this mean? In Part 3, we read about some of the problems that rke N many members of our global family face around the world, such as S'CU471g poverty, hunger and social injustice. In Part 2, we read about some of the co,dCI human threats to the global environment such as deforestation, loss of e wildlife, air and water pollution and loss of topsoil to grow crops. These are all huge problems! What can one person do? How can any one person make a difference? The answer may be as close as your own backyard.

In thinking about how to make this world an even better place, we can start with our own communities the towns, cities and neighborhoods where we live. Wherever you live, there are probably local concerns about quality of life for people and the environment. Maybe you've seen stories in your local papers or on TV about how land is being used, where garbage is put, whether the air and water are clean for people and wildlife, whether some people are homeless in your area, and whether the streets are safe.

As populations grow, the cities and suburbs in this country expand, often without planning. Houses, shopping areas, factories and highways often replace farmland and wilderness areas. Sometimes cities grow faster than local governments can provide basic services like new schools, busing and clean drinking water. People around the country are beginning to talk about how to make their communities more sustainable. A sustainable community is one that meets the basic needs of all its inhabitants without harming the ability of future generations to meet their needs as well. Such a community would have clean air and water, green space, thriving businesses, good transportation, low crime rates and other things that create a good quality of life. Building sustainable communities requires people to work together and plan ways to manage their areas' resources cropland, forests, waterways so that they are there for years to come.

On a personal level, each of us can help our communities by conserving resources such as water and energy when possible. The three Rs of waste management reduce, reuse, recycle can help keep our communities free of litter. In everything we do, we can evaluate how our lifestyle choices affect the global environment especially if we think about everyone around us taking the same actions. We can also look around our communities and see what we would like to improve to ©1996 Zero Population Growth People and the Planet 161 1 81 make them better places to live for people of all ages. If you can spot a problem, then you have also found an opportunity to make a difference in your own community.

Young people throughout the country have rolled up their sleeves and gotten busy planting gardens and trees to beautify their towns, picking up litter from roadsides, volun- teering time to tutor younger children and read to older people, helping to build playgrounds and much more all to improve life in their communities. Many of these projects are organized by youth groups at churches and synagogues or with Scout troops, 4-H and ecology clubs at school. You could even be the one to suggest a community service project to your friends and get it started. Your efforts may even be recognized by the local media. If they write about your project, it might inspire others to get involved.

Another way to make a difference is to get involved in government you don't have to be voting age to have your say at public meetings or to get your letters printed in the newspaper! Living in a democracy means that you can speak out about how you think life can be improved foryou, your friends and family, and other people in your community. In fact, citizen action is one of the critical parts of our political system. One person can always influence many by writing a letter to the press or by speaking at meetings of clubs, student groups, school boards and city councils.

When you think about the future, ask yourself what you would like the world to be like for you, your family and friends, and themem- bers of your global family. That's the first step in making the kinds of decisions that will help you achieve that future. Margaret Mead,a noted anthropologist, once said, "Never doubt that a small group of concerned citizens can change the world. Indeed, it is the only thing thatever has."

1.What is the definition of a sustainable community?

2.What are some things each of us can do on a personal level to improve our communities?

3.What types of projects can we do with others that work toward improving our communities?

4.What did Margaret Mead mean when she said, "Never doubt that a small group of concerned citizens can change the world. Indeed, it is the only thing that ever has." Can you think of examples from history where small groups of concerned citizens have changed the world in some way?

Glossary: anthropologist:a social scientist who studies humans, especially our cultures and relationships to each other and to the environment.

deforestation:clearing land of forests.

social injustice:unfairness to individuals or groups.

sustainable community:a community that meets the needs of current inhabitants without harming the ability of future generations to meet their needs as well.

Introduction: concepts: In discussing the impacts of population growth on society and the environ- Population growth is a factor ment, we often focus on global examples and issues. However, the impacts of in local debates about changes in population are felt most on the local level. In the United States, growth, development and population growth comes up in issues of urban sprawl, development, sustain- the environment. able community projects and a host of other local debates. In this exercise, students will read an article about growth in the Texas Hill Country, engage Objectives: in a simulation that explores the complexities of growth debates and then Students will be able to: synthesize their views in a persuasive writing exercise. Although the article Define urban sprawl. included focuses on the specific details of the growth debate in central Texas, Identify three perspectives in local growth debates. this debate is occurring across the country. Wherever possible, supplement Exercise problem-solving this activity with local issues and debates. skills to propose solutions to growth issues. Materials: Use logic and argumenta- tive skills in city council Paper debate simulation. Copies of the article, "Splendor vs. Sprawl" (one per student) Current local newspapers Subjects: Role-Playing Cards (provided) Language Arts, Social Studies, Dramatic Arts, Science Part 1: Reading All About It Procedure: Skills: Critical thinking, reading, Copy the article "Splendor vs. Sprawl" for each student. writing, role playing 1. Write the following definitions on the chalkboard to aid students' Method: comprehension of the article. Students will gain an understanding about the impaCt of urban sprawl: Land use/development pattern in which the edges of the population growth and urban city grow outward into the surrounding rural or undeveloped areas. sprawl on communities when they read an article about zoning laws: Local laws that divide a city into sections reserved for local growth, write apro- different purposes (as residence, business or manufacturing). posed solution and simulatea city council debate. aquifer. A porous and permeable underground formation that stores and transmits enough groundwater to supply wells. Many areas depend on aquifers as a major source of domestic and agricultural water.

2. Allow students time to read the article quietly.

3. Go over the following questions as a class.

1.What are two factors that have contributed to the 18% population growth in the Texas Hill Country?

2. List two negative and two positive attributes of the population growth in the Hill Country.

3. What were some of the concerns of the residents?

4. List employment options for residents in the Hill Country. Which of these are new?

Critical Thinking Questions:

1.One woman estimated that 50% of the residents of Wimberley commute 50 miles to Austin daily. What are the environmental effects of this?

More people driving means more air pollution. A need for more /wider roads can result in destruction of wildlife habitat.

2. In order to accommodate the growth, what are some things that these towns will need?

Suggested answers include: More roads, more houses, more water, more jobs, more transportation.

3. What did Paul Scott Malone mean when he said, "We bring our urban ways here and before long, whatever it is that used to make our eyes shine when we said, 'the Hill Country' is going to be, 'Oh, what a shame.' "

People are moving to the Hill Country to enjoy the benefits of a rural lifestyle, and yet as more people move there that lifestyle is threatened.

Part 2: Be It Resolved... Procedure:

Now students will have the opportunity to evaluate the different perspectives offered by the article and then write a position statement based on their opinions.

Have students follow up the reading by breaking into four groups and cooperatively writing resolutions for what a fictional Hill Country town should do about growth. The positions students offer should be well thought out and supported. The purpose of this exercise is not for students to look for the "correct" position, but rather for students to work on their persuasive writing skills.

Guidelines for writing resolutions:

Each resolution should be a short paragraph, with the first sentence proposing an action and the following sentences supporting why this action should be taken. ©1996 Zero Population Growth People and the Planet 165 185 1. Ask yourself if you think that growth in your Hill Country town is a problem or an opportunity or some of both.

2. If you think it is an opportunity, pick one way that it will benefit the town and write a resolution to encourage growth for that reason.

3. If you think growth will create challenges for your town, pick one challenge and write a resolution that includes ideas for solutions.

Part 3: Debafing the Hill Country's Future Procedure:

In this section of the activity, students will have the opportunity to explore the complexities of the Hill Country growth debate, and to refine their logic and critical thinking skills while defending different positions in the debate.

In the following simulation, students act as residents of a small Hill Country town that has become increasingly more developed over the last ten years. As the "Splendor vs. Sprawl" article indicates, the growth has brought with it increased tourism, increased economic activity and an increased threat to the fragile ecosystems of the Hill Country.

Ao 0.1"k 1. Before embarking on the simulation you may want to have students learn/investigate the functioning of their own local government. Is therea mayor and city council, a board of trustees, a county executive or other?

2. Make a copy of the Role-Playing Cards master and cut up the cards. Give one card to each of eight students who will act as presenters. Assign five students to be on the city council (assign one of them to be the president.) Ask the remaining students to be residents of the town and to contribute their proposals and opinions after the initial presentations are made.

3. Explain the format of a local government meeting. Write the action statements of the four resolutions on the board. The city council president will call the meeting to order, and begin it by reading the four resolutions out loud. He/she will then call on each of the speakers to make their presenta-

166 People and the Planet ©1996 Zero Population Growth 186 tions of five minutes or less, and will invite additional comments from the audience. Those wishing to speak should raise their hands, and then wait until the president calls on them. After hearing all of those who wish to speak, the members of the council will take a vote on each resolution.

4. Give students who have roles a few minutes to study their parts. Encourage students to supplement the information supplied in the role description with drama and imagination.

5. Conclude the simulation with a vote by the five council members on the four resolutions and a discussion on the outcome of the activity.

Follow-up Activity: Have your students keep a scrapbook of newspaper and magazine clippings related to population growth or change. Related topics include: deforestation, wildlife/biodiversity, commercial and residential development, waste disposal, poverty, status of women, hunger and housing etc.

When the scrapbook is compiled, students can consider the following questions:

1. How does your community compare with the rest of the country or world in population trends and population-related problems?

2. How does population growth affect your community?

3. How does your community's land use affect other neighboring communities or others worldwide?

4. What are your community's most pressing problems? How is population related?

For general article critiques, offer students the following criteria: (from 101 Ways to Use U.S. News & World Report in Your Classroom) Does the headline accurately describe the event? Is the account based on fact or opinion? Are important facts detailed? Are several sides of a controversial issue discussed? How do photographs or illustrations contribute to the content of the article?

©1996 Zero Population Growth 187 People and the Planet 167 GROWING PAINS IN TEXAS HILL COUNTRY Role-Playing Cards r=00======0__00__00000.1 J 1. You are an elderly person who has lived in this town for 30 years. When you first moved here it was a small sleepy town that came alive J only on Saturdays when local farmers came in to shop. It was a quiet peaceful place. But since the population has been growing, it is no longer a quiet, peaceful place where you know all of your neighbors.

L=, 0 0 0 0 0ICI CI 0 0 CI 0 0 0 0 0 1=1 1= 0 0 0 0 CI 0 0 0 0 0 0 1=1 r.= g= 0 0 0 .=pg= .= 0 0 0 0

2. You are in your mid-twenties and you work in Austin, DC You just moved to this Hill Country town and you commute 50 miles each way in order to escape the city and enjoy the charm and quiet of this small community.

CI 0 0 0 C= ICI 0 01 0 0 J.

r1=3 0 CI 0 0 0 0 ICI CI 0 0 0 0 0 0 0 0 0 0 0 0 1=3 0 CI 00 1=1 CI CI 3. You work for the chamber of commerce. Back in the 1970s the businesses in this town were not prospering. But now there are big new stores and shopping centers that stay open every evening and business is booming. The historic small town charm of your city has also attracted many tourists and that is creating new jobs. The sound of those cash registers is music to your ears, and you believe that everyone shares in the prosperity.

1 1= 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 a

r==.= o eCI 10 0 0 0 0 0 0 0 0 0 0 10/ CI 0 0 =7 0 0 0 0 =I 0 0 1=1=1 4. You own a local hardware store. Growth has been good for you because new houses and more people have meant more business. However, you are becoming concerned because bigger businesses are starting to move into your town as well. Your sister, who owns a hardware store in Arkansas, said that when the national chain hardware store moved into her town it was able to offer cheaper prices and it could stay open later than a small business could. Your sister felt as if she were being run out of town. You wonder if this will happen to you. L0000000o0o000CI00000000000a0000

168 People and the Planet ©1996 Zero Population Growth 188 r= = = .= ,==, .======.= .= =. = _ = _ = _ .= =, = = = i 5. You are a biologist. You know that as the population of your town grows water may be taken out from the Edward's Aquifer at a faster rate than it will be replaced. You also know that there is a greater risk of the aquifer becoming polluted, which would threaten the town's primary source of water. Finally, you know that as new roads and buildings are built, animals will be threatened by habitat loss. L CI 0 CI CI 0 0 C. 0 0 CI 0 CI 0 0 0 0 0 0 Ci 0 0 0 0 0 r= 0 0 0 0 CI 0 0 0 ICI 0 0 CI 0 0 6. You are a famous movie star. I You are considering building your latest house in this Hill Country 0 town because you know that it is Hollywood's latest hot spot. Several of your famous friends have recently relocated there and they rave about the sparkling springs, the scenic hills and the charm this small town offers.

L. .:JI r.=, =, .= =. CI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 CI0 0 CI 0 0 0 7. You are a rancher who has lived your entire life on your family's ranch. Now because of the increase in property values, your taxes have increased and you no longer make a profit ranching. You know that your land is more valuable as real estate and you are considering selling to the developers. However, you are upset that it is no longer profitable to continue a livelihood that you have had your entire life. IL . CI 0 0 0 0 0 0 CI 0 0 0 0 0 0 0 CI 0 0=0 =, .= = ,=. = _ = ._, .= =, = = =. = = = = .=, = = =, ,= =, =, =,=, .= = =, =1 8. You are a developer who purchased land on the edge of this Hill Country town. Now that there is a strong demand, you want to build houses on it and then sell them at a profit. You want to begin building new houses that will be attractive and reasonably priced. They will enable many families to realize the American dream a home of one's own in a pleasant community. Building the homes will also provide jobs for local workers for several years. The new homeowners will pay city property taxes averaging $500 a year and will shop at local businesses, thus helping the local economy.

L. 0 CI CI CI 0 0 0 0 0 0 0 0 0 0 0 0 0 0 CI=0

SPLENDOR VS. SPRAWL By Diane Jennings Staff Writer of The Dallas Morning News \A/C(C)11 le t(l imberley, Texas - Typical small OLT/ 1-e town greeting signs dot the wind- LIARS, THIEVES & CHEATS ing, two-lane roads leading to this Wekome to TURN AROUND Hill Country hamlet. Wimberfey, 'Welcome to Wimberley, a little bit of little bit heaven," reads one. of heaven Another is not so friendly 'Welcome to Wimberley, TexasLiars, Thieves and Cheats turn around." The dueling signs reflect a sense of unease in the rolling hills of Central Texas. Welcome signs show a difference of opinion in Wimberley, Texas After 150 years as a sparsely populated, primarily agricultural region, the Hill Country population of Hays County grow by 18 per- Not everyone thinks the change swamp- is being transformed by urban sprawl, and acent since 1990. Wimberley is 50 miles from ing the Hill Country will turn it into just shifting economy. the state capital, and Ms. Howe estimates that another suburb. To survivors of the economic debacle ofas many as half of local residents commute to "This is a classic example of urban the '80s, the clatter of construction and the Austin. America overwhelming agrarian America," honking of horns is music to the ears. To oth- The growth of Austin, at the edge of the said Dr. Lawrence Goodwyn, history profes- ers, who worry that growth will be the death Hill Country, has been spilling people into the sor at Duke University and author of Coming of the Hill Country, the noise sounds like a picturesque countryside since the early '90s. to Terms: The German Hill Country of funeral dirge. The Austin metropolitan area has grown by Taws. But, he added, Hill Country folks 'We are bringing our urban ways here," about 12 percent, compared with statewide "have a lot to lose, and they know that," he said Paul Scott Malone, a writer who has growth of more than 8 percent in the past fivesaid "They also have a. lot of built-in resis- lived in Wimberley for seven years. "And years. tance." before long, whatever it is that used to make A burgeoning retiree population also is Although the region won't be what it was our eyes shine when we said 'the Hillfueling change across the Hill Country. For in the past or even what it is today in a hun- Country is going to be, 'Oh, what a shame." instance, a massive retirement communitydred years from now, he said, "the Hill Although Mr. Malone rails against the under construction is expected to more than Country will be preserved as unique." growth engulfing his home, most are double the population of Georgetown, a town The Hill Country, extending from the resigned to it of 15,000, in the next two decades. western edge of Interstate 35, is the heart of "There's a growing understanding that Finally, tourism is changing small Texas, literally and figuratively Though not an it's inevitable the growth is going to happen," towns such as Fredericksburg. Once an officially designated area, the rolling hills said local attorney Leslie M. Howe. ' We can't agricultural market town, Fredericksburg encompass as many as 23 counties, depend- take an ostrich approach. We must realizeis now heavily dependent on tourism, with ing on who's drawing the map. the time is here and now to deal with it" the number of travel-related jobs in sur- Blessed with cool springs and clear Ms. Howe, president of the Wimberley rounding Gillespie County doubling from rivers, breathtakingly beautiful when wild- Chamber of Commerce, has watched the 1989 to 1993. flowers swath its ridges and valleys, the Hill

170 People and the Planet 01996 Zero Population Growth 190 Country is the laid-back Texas that Way lon statewide, thanks largely to the growth ofthe school," Ms. Howe said. Or from erect- and Willie croon about in Luckenback, technology companies. ing a billboard Texas. The population influx has choked the Also, there is no central water system. Beneath the surface, however, the soil is roads of Wimberley, and the growth has illu- 'We have a wry environmentally sensi- thin and stonythe hardscrabble Texas that minated the previously black night sky with tive area," Ms. Howe said 'We have Cypress Lyndon Johnson rhapsodized over during his bright lights, Mr. Malone said Creek and the Blanco River, which is the big presidency The very thing we've all come out here buy for the tourists, but no centralized water. When Texans wrested a living from theto find is going to be lost to us," he said Everybody has a septic tank. These are issues ground, the harsh land kept all but the hardi- He applauded the grouchy billboard that need to be dealt with." est fanners and ranchers at bay. Now, people erected on the outskirts of town recently, Though rivers and springs abound in are pouring into the area, not to make a liv-because he fears newcomers don't share the Hill Country, the quality and quantity of ing from the land, but to create a lifestyle on local values, such as respect for the land, hewater is a major concern, said Helen Ballew, it. said executive director of the Hill Country Last year, for example, when someone The billboard was erected by longtime Foundation, a conservation organization. asked longtime Hill Country ranch broker resident David Walsh, a local ranch manager, "I don't think we can populate the Hill Marshall E. Kuykendall Sr. how many cows a who paid more than $200 to erect his per-Country to the degree that I think we see certain ranch would support, "I had to stop.sonal protest. coming down the pike and have much of and think, because I don't sell for that," he what we love about the Hill Country not be said "The ranchers are not my buyers." sacrificed in the process," Ms. Ballew said. Cattle and sheep raisers, who domi- One of the area's main water sources, nated the Hill Country for more than a cen- It has been the Edward's Aquifer, lies under much of the tury, haven't been players in the market for rolling hills. The aquifer is particularly vul- years, because the land now is valued more like the nerable to surface pollution, such as motor for recreation than ranching, he said oil and pesticide runoff form urban areas, Prices vary widely, depending on how invasion of Ms. Ballew said And as more people mow far the land is from urban areas, but they gen- the urban in, the aquifer's ability to recharge itself erally have doubled or tripled throughout the diminishes. Hill Country since the early 1990s, Mr. mosquitoes." The foundation recently published an Kuykendall said Near Austin, prices haw "Eco Location" map that spotlights environ- risen from $100-$1,500 an acre in the early mentally sensitive areas that it wants to spare '90s to as much as $4,500 today Thirty miles from development. Ms. Ballew hopes to west, toward Dripping Springs, prices range 'The issue is quality of life," Mr Walsh guide the inevitable growth to the 1-35 corri- from $2,500 to $3,500 an acre, he saidsaid. Though he would like to halt thedor and points east. Deeper into the Hill Country, in Kimblegrowth, he admitted, 'you can't stop it" The But Ms. Howe said growth is not all bad. County, they cost $300 to $400 an acre. question is how to control the quality. Wimberley's scenery now includes not When Mr. Malone and his wife, Cheryl, Ms. Howe, Wrmberiey's chamber presi- only spreading trees and swimming holes but a reference librarian at the University ofdent, said the town may have to incorporate, an assortment of restaurants and retail stores Texas, bought their home in Wunberley a mow residents so far have resisted. jammed around a tiny square. The occasion- seven years ago, the area had a distinctly 'They were reluctant to get more gov-al strip shopping center houses law offices rural atmosphere, he said I'd drive down-ernment in place taxes and that sort ofand dental practices. town at lunch time and be the only truck on thing," she said, noting that many residents "You can make a living in Wimberley the road," he said would like the town to "stay small and quaint now," she said. "I think a lot of people are Since 1993, he said, "It has been likeand rural." happy about that... You don't have to go to the invasion of the urban mosquitoes." The That reluctance to change makes it dif- Austin or go to San Marcos to get what you invasion has been spurred in part by Austin's ficult to cope with Austin's urban sprawl,need. I think that benefit should foster a job growth. The Austin area has an unem- however. Currently Wimberley has no zoning sense of community." ployment rate projected at 3.5 percent for the laws, leaving residents powerless to 'prevent rest of 1995, compared with 6.5 percent someone from "putting a junk yard next to Nprintal with penui§ion from theDallas Morning News.

Introduction: We all want to live in a community that not only contains all the resources we need to survive, but is also safe and clean and provides adequate services. Such Concepts: a community is possible so long as we take responsibility for the overall quality Planning for a quality of life affecting ourselves, our family, our friends and future generations. But future requires defining what how can we tell if our quality of life has improved or deteriorated? "quality" means to all of us. Historically the government has used an economic index known as the gross Objectives: national product (GNP) to measure progress. Recently the government has Students will be able to: replaced GNP with GDP, the gross domestic product, which measures the Develop a quality of life value of all goods and services produced by U.S. labor and property. GDP is index. a good indicator of economic activity, but does not account for many social Express their vision of a desirable community. and environmental factors that influence quality of life. For example, the Brainstorm factors impor- Exxon Valdez oil spill in Alaskan waters destroyed the habitat of countless tant for a community's quality fish, birds and other wildlife. Yet, the disaster actually added to the nation's of life. GDP, since it provided jobs and required materials for the clean-up efforts. The Define the term "sustain- World Resources Institute points out that a "country could sell off its timber able community." and minerals, erode its soils, pollute its aquifers, deplete its fisheries and the Research one indicator of national accounts would treat all the proceeds as current income." Suppose quality of life in their this happened. In the long-term, what would happen to our quality of life? community. You can see that economic activity does not tell the whole story. There are II. Compare their community many indicators of quality of life that are not measured in economic terms, to one in a different country such as personal safety, natural beauty, clean air and water, peaceful neighbor- (optional). hoods and more. Subjects: Social Studies, Science The purpose of this activity is to let the students explore those factors that contribute to their community's quality of life and that many economists Skills: overlook in measuring our health and happiness factors that address the Values identification, commu- concept of sustainability. A sustainable community is defined as one in which nication, brainstorming, the needs of present generations are met without compromising the security visualization, decision of future generations. Together students will exchange ideas and developa making, prioritizing, critical class "Quality of Life Index" with ten indicators. Each indicatorcan serve as a thinking, problem solving, guidepost for their actions and for building stronger communities. writing

Method: Materials: Through class brainstorming Paper and a cooperative learning Pencils activity, students develop an index of what they consider to be the ten most important Procedure: indicators of a healthy 1.Write "Quality of Life Index" on the top of the chalkboard. community. 2.Introduce the major objective: to produce a usable index thatmeasures sustainable quality of life. If you plan to send the class index in its final form

172 People and the Planet 192 01996 Zero Population Growth to a city or state official, tell the students up front. Doing so generally sparks interest in the activity and a feeling of ownership of the class index itself.

Part 1: The One Thing I Would Like. As a priming activity, have students share their responses to:

1. "The one thing I would like to add to or eliminate from my community that would make me happy would be. .."

2. "The one thing I would like to add to or eliminate from my community that would benefit most of the residents would be..."

If time or class size permits, everyone should share. This allows students to think personally and to hear what their peers value. Resistance to this activity by some students is inevitable; be patient, yet firm. Students may "pass" with the understanding that they will eventually share after others, have spoken. Ask for observations/impressions about what people said. How does the concept of quality of life relate to their responses?

Part 2: Brainstorming Indicators Explain that in order to develop a quality index, we must first brainstorm possible indicators. Break the students into 5-7 cooperative learning groups. Each group should generate a list of factors that they think contribute to a community's lasting quality of life. Some of these may be the same as their answers in Part 1, but now they will be developing a much longer list of factors. In Part 1, students may have thought of specific things to add to the community (such as a movie theater or pizza parlor) or to eliminate from the community (such as gangs). Now they will be thinking in broader terms about the indicators/factors that make up a healthy community. Provide a specific example (such as amount of public park land, low crime rates or good libraries) and encourage students to likewise be specific. You should reasonably expect 15-20 factors, ranging from the most basic to the most absurd. Adhere to the basic brainstorm rule: focus on quantity. Check progress and plant seeds of thought as necessary. AO After several minutes, stop the brainstorm. Some of the factors will be more important than others. Inform each group that they must devise a way to select and rank the seven most important indicators for a community's quality of life. You may want to suggest one or two approaches. Once students have a ranked list of seven, have one member from each group list their indicators on the board (perhaps in countdown style or one at a time so that students can compare results in stages). Expect overlapping responses. Conduct a class vote to determine the top ten indicators and rank them. Remind the students that an important quality of any indicator is measurability. You now have the ten indicators that make up the class index.

3. Would grouping these categories enhance the class index?

4. What name should the class index have?

Follow-up Activities:

1.Select one of the indicators for students to research for their own community. They should find out how to measure the indicator, what the status of that indicator is in their own community and what can be done to improve it.

Example: If students select "crime" as one of the indicators, they could call the local police department to get statistics on the crime rate and how it is measured. They could also ask how this rate compares to that of neighboring communities. Has the crime rate gone up or down in recent years? Why might this be the case? Is crime a problem in and around schools? What are some proposals for making their area safer?

Students can then outline their proposals for dealing with one of the indicators and send them to selected local leaders and government officials. They might also want to send the list of ten indicators they developed as a class, so that city officials can determine what students care about in their community.

2. If your social studies curriculum includes the study of different areas of the world, have students compare the quality of life in their community to one that has been studied in class in a different country. How are they similar and dissimilar? Have students write a one-page paper comparing the two communities. 174 People and the Planet 194 C)1996 Zero Population Growth A Take A Stand

Introduction: Sometimes it is easier to think through an issue if you are asked to "take astand" on it. For this activity, students are asked totake a position and articulate their views on several contemporary issues that are related to population and resource Concepts: Dialogue and debate on consumption trends. ethical issues related to population and the environ- Materials: ment are helpful in clarifying personal opinions. Signs reading: "Strongly Agree," "Agree," "?," "Disagree," "Strongly Disagree" Masking tape Objectives: Students will be able to: Procedure: Or Articulate their thoughts on statements thatdeal with 1.Tape the signs up on the wall around the classroom. ethical issues about population and the environment 2. Explain to the students that you will be reading several statements to them, and that they should stand in front of the sign that most closely represents Subjects: their reaction to the statement you've read. They will then be asked to explain Social Studies, Science, their particular stand on each issue. They are free to move to a different sign Language Arts, Family Life if/when their opinions change after hearing their classmates' views. Education

3. When facilitating the activity, try to give equal time to representatives of Skills: different sides of the issue and solicit remarks from as many students as Values clarification, commu- possible. Do not let your own opinions show, but you may pose questions to nication, discussion help students articulate their thoughts. Method: Note: Use your discretion in choosing statements that you feel students have Students articulate their thoughts about the ethical enough information on to form an opinion and that fit best with your curricu- issues related to population lum guidelines. and the environment, and consider the opinions of their Statements: classmates. 1. As one of the richest countries in the world, the United States should welcome all those from other nations who wish to live here.

2. In an effort to feed a growing population, people in developed countries should drastically reduce the amount of meat they consume.

3. Arable land in the United States should not be used for housing, shopping centers or other urban uses.

4. In a real crunch, jobs are more important than environmental quality in the United States.

6. Any new construction or other project that may threaten the quality of America's drinking water should be prohibited.

7. Science and technology will certainly ensure that food production and energy supplies keep up with the demands of a growing population.

8. Americans should be required by law to separate their trash and recycle newspaper, glass and cans.

9. Endangered species' habitats should not be developed for any reason.

10. To lower our use of energy and levels of air pollution, we should spendmore money on improving our public transportation systems than our highways.

Adapted with permission from The Environment to Come: A Global Summary, Population Reference Bureau, Washington, DC, 1983.

Introduction: It is valuable for students to think about what is possible, probable and prefer- able in their future lives. This activity is an excellent way to encourage futur- Concepts: istic thinking and also to determine whether students' thinking has changed Human behavior today will as a result of what has been studied in class. affect the quality of life in the future. Materials Objectives: Paper Students will be able to: Pen/pencil for each student Identify personal goals to "Dear Friend" assignment sheet (one per student) be achieved in 20 years. Video camera (optional) Discuss potential impacts of current population trends on their future lives. Part 1: My Hopes for the Future Collect and summarize Procedure: news articles about population and environmental During the first month of the school year, or at the beginning of an ecology trends. unit, ask students to write five things they want for themselves 20 years from now and five things they want for the larger society in 20 years. Collect their Subjects: responses and, as a class, tally the results. What were the most popular Science, Social Studies, responses? Were there any common themes amongst the given answers? Language Arts, Family Life What are any obstacles to these hopes becoming reality in 20 years? Education

At the end of the school year (or unit), repeat the exercise, and again tally the Skills: results for the class. How do the results compare? In what ways do they differ? Summarizing articles, creative writing, visualization

Part 2: News and Views Method: Students can only make educated guesses about what might happen in the In creating a futuristic news telecast and a letter to a future if they are aware of what is happening in the present. This activity friend 50 years from now, encourages students to regularly read news publications, to make connections students think about what between articles and topics covered in class, and to use their imaginations to their future might look like, visualize the challenges and possibilities of the future. given current realities, hopes and dreams. Procedure:

1.Have students collect news articles and opinion pieces on human population trends and related environmental and social issues. You may assign students a few specific subjects or have all students looking for all subjects. Subjects may include, but are not limited to, the following:

Air pollution Community action and involvement Endangered species Food resources/hunger ©1996 Zero Population Growth 197 People and the Planet 177 Greenhouse effect/global climate change Housing and homelessness Immigration and emigration (out-migration) Loss of forests Mothers' and infants' health Population growth Population loss Social security J Soil erosion Waste disposal Water pollution

Have students assemble a weekly "newsbriefs" bulletin board and/or a monthly newsletter summarizing population and environmental news. To facilitate the summarizing approach, students should write a one- or two-sentence summary of each article they bring in and submit it along with the article.

2. Have individuals or groups of 2-4 students use the topics from the present- day news articles they have collected to project how the future might be. Tell students to imagine they are working in a newsroom 40-50 years in the future. They must prepare a news telecast that includes news stories from the United States and around the world related to population and environmental trends. If possible, have students videotape their telecasts and air them to the class. Discuss why they chose their particular vision of the future. You may decide to assign the same topics to multiple groups in order to illustrate different possibilities and visions.

Part 3: A Look in the Crystal Ball By sharing ideas about their future, students gain a clearer understanding of the hopes and concerns of their peers, better appreciate each other's similarities and differences and begin to actively plan for and imagine themselves in the future.

Procedure: Tell students that you will be asking them several questions about their future during the class to spark discussion and begin to plan for the years ahead. After each question is asked, you will direct the question to a few random students who will then share their views and ideas. Emphasize that the exercise is most effective when they visualize life and conditions in the future based on what 4050011%, they think is really possible or probable. (It is sometimes necessary to guide discussion away from fantastic "neat-tech" views of the near future.)

As an alternative or follow-up activity, have students select one of the following questions to answer in an essay or story about the future: How are students taught in 50 years? What subjects do schools teach in 50 years?

178 People and the Planet ©1996 Zero Population Growth 198 What hobbies do you have in 50 years? What are the most common and most popular occupations? Where is your favorite vacation spot and why? What is your ideal mode of transportation? Is this what most people use? What do rock concerts look like in 30 years?

You have created an award for companies what will it be for? What kind of person will be considered a hero or heroine 50 years from now? What would you have liked to accomplish in 50 years? In 10 years? What would you do with your life if you knew you could be healthy and live another 100 years? What will be the most amazing invention after 50 years? What has changed about food in 50 years? What do you fear most about the future? What do you look forward to the most about the future? What are cities like 50 years from now? Do you live in one?

Part 4: Dear Friend This creative writing exercise invites students to consider how continuing human population growth could affect their own lives in the future.

Procedure: Duplicate the assignment sheet on the back of this page and distribute it to students. You may wish to suggest how long their letters should be.

Part 1 developed by Garland Johnson, Fresno Unified School District, Fresno, California.

DEAR FRIEND Assignment Sheet

If current rates of growth continue, the world's population will double in less than 50 years. Think about what this means for your own life. How might your life change with twice as many people in the world?

Write a letter, dated 50 years from today, to an old friend you haven't seen in many years, perhaps someone you are friendly with now. Talk about what is happening in your life and reflect on how things have changed in 50 years. What is better in your life? What is worse?

Some possible things to consider: Think about your neighborhood and places you like to go. How have they changed? How do people get around? What kind of work and activities do you do? Do you live near your friends and family members? What are you most happy about? What are you most afraid of?

200 180 People and the Planet ©1996 Zero Population Growth ellossary The following vocabulary terms have been indicated in bold throughout the Student Readings. anthropologist a social scientist who studies humans, especially our cultures and relationships to each other and to the environment. arable: refers to land that is able to be farmed.

billion: quite a large number (1,000,000,000). A billion is a thousand times as large as a million. It would take 95 years to count abillion dollars if you counted it eight hours each day at the rate of $1 each second.

biodiversity: the variety of species in nature and the genetic diversity within each species. birth rates: the yearly number of births per 1,000 people.

carrying capacity: the number of people who can be supported at a sustainable level in an area with given resources and technology.

climatologist scientists who study climates and their phenomena.

death rates: the yearly number of deaths per 1,000 people. decompose: break down into smaller pieces. deforestation: clearing land of forests.

emigrate: to leave one's country to live in another country.

erosion: the wearing away by water or wind.

exponential growth: a growth pattern where numbers double (multiplied by 2).

export to send items to another country for sale or trade.

extinct: no longer existing. When a plant or animal species dies off, we say it is extinct. fertile soil: soil that is rich in minerals and good for growing crops.

finite: limited amount. finite system: a system of resources in limited supply. The resources can be reused or recycled (like water), but you can never make more. All matter is created from other matter already in the system.

fossil fuels: nonrenewable energy sources found beneath the surface of the Earth (oil, natural gas and coal). gender: male or female. ©1996 Zero Population Growth People and the Planet 181 201. illiterate: unable to read.

import: to receive items from another country to buy or trade.

Industrial Revolution: a period in history (mid-18th century through the 19th century) when there was a surge of new technological advances.

infant mortality: the annual number of deaths to infants underone year of age per 1,000 live births in a given year.

less developed countries: poorer countries that do not manufactureas many of their goods as more developed countries.

life expectancy. the average number of years someone is expected to live based on current health trends.

malnourished: receiving less than the minimum amount of food for good health and growth.

megacities: cities with populations of 10 million or more.

migrate: to move from one place to another.

more developed countries: countries with greater overall wealth. These countries tend to be more industrialized, bringing inmoney from manufacturing more goods.

natural resources: raw materials supplied by nature.

nonrenewable resources: a resource from the Earth ina limited supply that cannot be regenerated, such as a mineral.

persecution: causing people to suffer because of their beliefsor origin.

population: the number of people in a country or region.

sanitation: the prevention of disease and promotion of good hygiene by maintaining clean conditions and safe drinking water.

social injustice: unfairness to individuals or groups.

status: position or rank in relation to others.

sustain: to prolong or maintain.

sustainable community. a community that meets the needs of current inhabitants without harming the ability of future generations to meet their needs as well.

zero population growth: when a population is stable, neither growing nor decreasing. Globally, this would occur when the birth rate and the death rate are the same.

People and the Planet 182 202 ©1996 Zero Population Growth piopL.;710 AN VT=-4IE VANELA Sources for Further Research There are many good resources available from private and public organizations to help teachers and students continue their research on the topics covered in People and The Planet. The following list identifies selected, national and international organizations which offer background information and classroom activities for particular population, environmental and development issues. Air Pollution and Global Warming World Wildlife Fund 1250 24th Street, NW Air and Waste Management Suite 500 1 Gateway Center Washington, DC 20037 3rd Floor (202) 293-4800 Pittsburgh, PA 15222 http://www.wwf.org (412) 232-3444 http://www.awma.org Energy Use

Union of Concerned Scientists The Alliance to Save Energy 2 Brattle Square 1200 18th Street, NW Cambridge, MA 02238 Suite 900 (617) 547-5552 Washington, DC 20036 http://www.ucsusa.org (202) 857-0666 [email protected] Biodiversity/Wildlife Issues http://www.ase.org

Department of Interior American Council for an Energy-Efficient Economy United States Fish and Wildlife Service 1001 Connecticut Avenue, NW 1849 C Street, NW Suite 801 Washington, DC 20240 Washington, DC 20036 (202) 208-5634 (202) 429-8873 http://www.fws.gov crest.org/aceee

National Audubon Society National Energy Information Center 700 Broadway Energy Information Administration EI-231 New York, NY 10003 Room 1F-048, Forrestal Building (212) 979-3183 1000 Independence Avenue, SW http://www.audubon.org/audubon Washington, DC 20585 (202) 586-8800 National Wildlife Federation http://www.eia.doe.gov 8925 Leesburg Pike Vienna, VA 22184 Food Distribution and Hunger (800) 822-9919 http: / /www.nwf.org/nwf Bread for the World, Inc. 1100 Wayne Avenue Project WILD Suite 1000 5430 Grosvenor Lane Silver Spring, MD 20910 Suite 230 (301) 608-2400 Bethesda, MD 20814 http://www.bread.org (301) 493-5447 http://eelink.umich.edu\wild\

©1996 Zero Population Growth 203: People and the Planet 183 Food For All, Inc. Temperate Forest Foundation 112 East Olive Avenue 14780 SW Osprey Drive PO Box 1791 Suite 355 Redlands, CA 92373 Beaverton, OR 97007 (909) 792-6638 (503) 579-6762 [email protected] [email protected] http://www.forestinfo.org International Food Information Council 1100 Connecticut Avenue, NW Suite 430 Global Issues/Development Education Washington, DC 20036 (202) 296-6540 Academy for Educational Development http://www.ificinfo.health.org 1875 Connecticut Avenue, NW Washington, DC 20009 OXFAM America (202) 884-8000 26 West Street http://www.aed.org Boston, MA 02111 (617) 482-1211 American Forum for Global Education [email protected] 120 Wall Street Suite 2600 U.S. National Committee for World Food Day New York, NY 10005 1001 22nd Street, NW (212) 742-8232 Washington, DC 20437 [email protected] (202) 653-2404 http://www.globed.org http://www.arachnid.GSU.EDU/dcedsh/wfd The Center for Teaching International Relations Forests University of Denver 2199 South University Boulevard American Forestry Association Denver, CO 8028 (303) 871-2164 Global Re Leaf 1516 P Street, NW Peace Corps Washington, DC 20005 World Wise Schools Program (202) 667-3300 1990 K Street, NW Washington, DC 20526 http://www.amfor.org (202) 606-3294 http://www.peacecorps.gov American Forest Foundation Project Learning Tree 1111 19th Street, NW World Vision Canada Suite 780 Development Education Department Box 2500 Washington, DC 20036 (202) 463-2462 Mississauga, Ontario http://www.nceet.snre.umich.edu/plt.html L5M 2H2 Canada

Rainforest Alliance Migration 65 Bleecker Street New York, NY 10012 Choices for the 21st Century Education Project (212) 677-1900 Watson Institute for International Studies http://www.rainforest-alliance.org Brown University Box 1948 Rainforest Foundation Providence, RI 02912 270 Lafayette Street (401) 863-3155 Suite 1107 [email protected] New York, NY 10012 (212) 431-9098 [email protected]

184 People and the Planet 204 ©1996 Zero Population Growth National Immigration Forum Sustainability, Conservation 220 I Street, NE Suite 220 Conservation International Washington, DC 20002 1015 18th Street, NW (202) 544-0004 Suite 1000 [email protected] Washington, DC 20036 (202) 429-5660 United States Committee for Refugees (USCR) http://www.conservation.org 1717 Massachusetts Avenue, NW Suite 701 Izaak Walton League Washington, DC 20036 707 Conservation Lane (202) 347-3507 Gaithersburg, MD 20878 isra@isra/uscr.org (301) 548-0150 [email protected] http://www.iwla.orWiwla/ Mining, Raw Materials The Nature Conservancy Mineral Policy Center 1815 North Lynn Street 1612 K Street, N.W. Arlington, VA 22209 Suite 808 (800) 628-6860 Washington, DC 20006 http://www.tnc.org (202) 887-1872 [email protected] World Resources Institute 1709 New York Avenue, NW National Mining Association Washington, DC 20006 1130 17th Street, NW (202) 638-6300 Washington, DC 20036 http://www.wri.org (202) 463-2225

Waste Disposal, Recycling Population Dynamics American Plastics Council Population Reference Bureau 1275 K Street, NW 1875 Connecticut Avenue, NW Suite 400 Suite 520 Washington, DC 20005 Washington, DC 20009 (202) 371-5319 (202) 483-1100 http://www.plasticsresource.com [email protected] http://www.prb.org/prb/ Environmental Protection Agency 401 M Street, SW The World Bank Washington, DC 20460 1818 H Street, NW (202) 260-2080 Washington, DC 20433 http://www.epa.gov (202) 477-1234 http://www.worldbank.org Keep America Beautiful, Inc. 1010 Washington Boulevard Zero Population Growth, Inc. Stamford, CT 06901 1400 16th Street, NW (203) 323-8987 Suite 320 http://www.kab.org Washington, DC 20036 [email protected] Tennessee Valley Authority http://www.zpg.org 400 West Summit Hill Drive Knoxville, TN 37902 (423) 632-2101

©1996 Zero Population Growth 205 People and the Planet 185 Water Resources United Nations Development Programme 1 UN Plaza Clean Water Fund New York, NY 10017 1320 18th Street, NW (212) 906-5000 Washington, DC 20036 http://www.undp.org (202) 457-0336 [email protected] United Nations Population Fund 220 East 42nd Street The Cousteau Society, Inc. New York, NY 10017 870 Greenbrier Circle (212) 297-5000 Suite 402 Chesapeake, VA 23320 Multi-issue Environmental Organizations (804) 523-9335 [email protected] Friends of the Earth 1025 Vermont Avenue, NW Global Rivers Environmental Education Network (GREEN) 3rd Floor 721 East Huron Washington, DC 20005 Ann Arbor, MI 48104 (202) 783-7400 (313) 761-8142 [email protected] [email protected] http://www.foe.org http://www.econet.apc.org/green/ Sierra Club Project WET (The Watercourse) 85 Second Street 201 Culbertson Hall 2nd Floor Montana State University San Francisco, CA 94105 Bozeman, MT 59717 (415) 977-5500 (406) 994-1917 [email protected] http://www.sierraclub.org Soil and Water Conservation Society 7515 Northeast Ankeny Road Worldwatch Institute Ankeny, Iowa 50021 1776 Massachusetts Avenue, NW (800) THE-SOIL Washington, DC 20036 [email protected] (202) 452-1999 http://www.worldwatch.org Women's Status

The Centre for Development and Population Activities 1717 Massachusetts Avenue, NW Suite 202 Washington, DC 20036 (202) 667-1142 [email protected]

International Center for Research on Women 1717 Massachusetts Avenue, NW Suite 302 Washington, DC 20036 (202) 797-0007 [email protected]

International Women's Tribune Center 777 UN Plaza New York, NY 10017 (212) 687-8633 [email protected]

Counting on People: Elementary People and the Planet: Lessons for a Population and Environmental Activities Sustainable Future (for grades 5-10) (for grades 1-6) A must for the middle school classroom, People ZPG's elementary teaching kit, Counting on and the Planet helps students understand their People, offers a wide variety of hands-on relationship to the natural environment and to coUONNTING classroom activities for younger students. other members of our global family. Through 30 Population and environmental concepts are interdisciplinary activities and four readings, presented in fun, interesting ways so that even students explore population growth and resource the very young can understand them. consumption trends, and how these trends affect Students plant seeds and see how they grow, our ability to ensure environmental quality and simulate cougars in the wild looking for food, social equality for all who share our world. conduct a census and hone their problem- People and the Planet also inspires students to be ft- solving skills as they learn about population- problem solvers and to consider the importance related concepts such as cooperation, sharing, of community sustainability. #PPLN $19.95. conservation and family tradition. Includes over 30 hands-on activities plus memorable World Population poems, songs and stories. #ELMN $19.95. (video for all grade levels) Educators agree that World Population is the Earth Matters: Studies for Our Global best-ever simulation of human population Future (for grades 9-12) growth. As the years roll by on a digital clock ZPG's most comprehensive kit! This spiral- from 1 A.D. to 2020, dots light up on a world map bound book of 12 student readings and 32 to represent millions of people added to the popu- -Matters innovative activities covers such topics as defor- lation. Historic references on the screen place estation, global warming, hunger, poverty and population changes in context. This 61/2 minute it, cur f the status of women. Earth Matters also video-cassette includes a 12-page activity and dis- 41116. examines the under-lying clashes between cussion guide, including a Spanish translation of economic growth and environmental health. the video's narration. "The impact of this short Activities include simulations, debates, lab video is astounding," writes The American experiments, critical thinking exercises, Biology Teacher. "It will be a valuable asset to any problem-solving challenges and a rainforest school's audio-visual library." #WPPV $29.95. board game. Received the highest rating of environmental kits about human communities Selected Resources on Population from the California Department of Education This comprehensive bibliography of information and the California Energy Commission! sources related to population and the environ- #EMTT $19.95. ment includes books, bulletins, software, films and teaching materials. #SLCT $1.25. Multiplying People, Dividing Resources: A Math Activities Kit (for grades 5-10) Actividades para Educacion sobre Math has never been so fun and eye-opening as Poblacion (for all grade levels) with this kit of activities that make critical To meet the needs of classrooms in Latin connections between people, resources and the America and bilingual classes in the United environment. Now students can use real-world States, ZPG offer seven of its most popular population and environmental data to practice teaching activities translated into Spanish. working with large numbers, percentages, ratios The motivational activities include simulations, and growth curves in analyzing the world around games, problem-solving challenges, a quiz, them. All of the activities are consistent with the riddles and a discussion guide to ZPG's dramatic goals of the new standards of the National video, World Population. #SPAN FREE. Council of Teachers of Mathematics. Each kit contains 19 hands-on math activities, a World Teachers' PET Term Paper (for all grades) Population Data Sheet and ZPG's guide, Lively quarterly newsletter for teachers Computer Software for Population Education. involved in K-12 population education. #MATH $9.95. Features student activities and reviews of books, audiovisuals, software and curricula. #TCHR $3.00 for one-year subscription. ©1996 Zero Population Growth People and the Planet 187 207 GREAT FOR YOUNG PEOPLE

Teen PACK (Population Awareness Kid's PACK (Population Awareness Popular Planet Press (for ages 8-12) Campaign Kit) (for grades 7-12) Campaign Kit) (for grades 3-6) This children's newsletter includes articles, Get teens talking about the links between Entertain and inform children on environ- fun facts, games and "tales from the people human population growth and environmental and population issues through stories, planet" to show kids the links between mental well-being with this information games and concrete ideas for making a population growth and our environment. and action kit. Contains everything from difference. Students write their own booklets Published three times each year,Popular letter writing tips to global simulation on their "place on the planet," observe the Planet Presswelcomes submissions from games for use in youth groups and ecology effects of crowding in a home gardening children. #PPPP FREE clubs. Introduces other teen "eco-heroes" activity and "catch" pollution around their and teaches how to start a petition neighborhoods. Children TTY. campaign. Provides background informa- learn how to use the "power tion and topics for research papers.Teen of the pen" to write persuasive PACKis intended for the individual and letters.Kid's PACKseven adaptable for the classroom. #TPAC FREE include zany stickers, brain- teasing word games and a pull-out poster of "Amazing Eco Facts and Figures." #KPAC FREE

ZPG Population Education Training Workshops for Teachers ZPG offers population education training workshops through inservice programs and teacher education programs throughout the country. Since 1975, thousands of educators have participated in these workshops, and millions of young people have benefitted from population studies as a result.

Population education helps students appreciate the interdependence of people, naturalresources, food, industry and land. They learn not only about the social, political and environmental impacts of population growth and change, but more importantly, how their own personal decisions will affect the quality of life in tomorrow's world.

ZPG workshops present current information on world and U.S. population trends and their impacts and demonstrate a variety of teaching strategies designed to actively involve students in the learningprocess: videos, games, quizzes, simulations and other thought-provoking exercises. Workshop participants receive complimentary teaching materials to support their population education efforts: current population statistics, scripts for classroom activities, resource lists and reference guides. They also receive follow-up assistance through a quarterly newsletter, phone contacts and correspondence.

Workshop length and content are tailored to the professional needs of the participants. Someare as short as an hour, others as long as a full day. Some are geared towarda specified audience (e.g., high school social studies educators, middle school life science teachers or elementary school teachers); othersare open to teachers of all subjects in grades K-12.

For further information, or to arrange a ZPG population education workshop, contact: ZPG Population Education Program 1400 16th Street, N.W., Suite 320 Washington, DC 20036 Phone: (202) 332-2200 e-mail: [email protected] 188 People and the Planet 208 ©1996 Zero Population Growth TUM

Qty. Item Unit Price Total Actividades para Educacion sobre Poblacion (SPAN) FREE* Counting on People: Elementary Population and Environmental Activities (ELMN) $19.95 Earth Matters: Studies for Our Global Future (EMIT) 19.95 Kid's PACK FREE* Multiplying People, Dividing Resources: A Math Activities Kit (MATH) 9.95 People and the Planet: Lessons for a Sustainable Future (PPLN) 19.95 Popular Planet Press newsletter (1 year) FREE Selected Resources on Population (SLCT) $ 1.25 Teachers' PET Term Paper (1 year) (TCHR) 3.00 Teen PACK FREE* World Population video (WPPV) $29.95 Membership in ZPG (MEMB) $25.00** Subtotal Discount for D.C. residents add 6% sales tax. Shipping and handling charges: ZPG Members

*Single copies free. Inquire about costs for quantity orders. Domestic Foreign* Shipping & $4.99 or less $1.00 $3.00 ZPG members are entitled to a 20% discount on all ZPG Handling $3.00 publications and a subscription to the ZPG Reporter. $5.00$29.99 $7.00 $30.00 - $49.99 $5.00 $11.00 Quantity discounts are also available. Please inquire. Total $50.00+ $7.00 $15.00 Save -Order byphone 1 -800-767-1956

METHOD of PAYMENT: SHIP TO: Check or money order payable to ZPG enclosed Name: Purchase order number School: Visa Mastercard Address: Acct. # City: State: Zip:

Exp. Date: BILL TO: (if different from "Ship to") Signature: Name:

*Shipments to destinations outside the United States: School: Orders less than $5.00 are sent via air mail. (Please allow an extra week for delivery.) Address: Orders greater than $5.00 are shipped surface mail and delivered City: State: Zip: within 4-6 weeks. NOTE: Normal orders will be shipped within 2 weeks. For a $5.00 rush order charge, your order will be shipped within 2 working days. For ovemight delivery, please call 1-800-767-1956. (You will be charged the exact UPS or Federal Express charges.)

01996 Zero Population Growth People and the Planet 189 209 ISBN# 0-945219-12-1 Peop.e and tke PL e NET:

Legov-4 rova Svrtaipable Fvtv Ye S.

In our increasingly interdependent world, People and the Planet is a must for the middle school classroom. It helps students to understand their relationship to the natural -environment and to other members of the global family. As an interdisciplinary, environmental education and global studies activity guide in one, People and the Planet covers concepts and objectives central to science, social studies, math and family life education. Through 30 hands-on (and minds-on!) activities and four readings, students explore the interconnections of human population growth, natural resource use, solid waste management, biodiversity, social justice and community well-being. People and the Planet also inspires students to be problem solvers and to "think globally and act locally."

HERE'S A SAMPLE OF THE MEMORABLE ACTIVITIES INSIDE: Seeing Double...How do populations grow? Set up a simple fruit fly lab and let students observe the swift multiplication.

Food for Thought...Students "populate" major world regions, observe disparities of population, wealth, arable land and diet, and experience the social and political problems that result.

A World of Difference...Students "spill the beans" on biodiversity and ponder the "What Ifs?" of losing any of the threads in our complex web of life.

Transportation Tally...Study the automobile's impact on air quality, open space and energy consumption with these eye-opening word problems.

C:1 Growing Pains in Texas Hill Country...Take part in a real-life debate over local growth issues and community well-being.

Educating Wanjiku...Read about why many girls around the world lack education, and how this affects our global society.

Zero Population Growth 1400 Sixteenth Street, N.W. Suite 320 Washington, D.C. 20036 (202) 332-2200 http://www.zpg.org 210 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (OEM) Educational Resources Information Center (ERIC) IC

NOTICE

REPRODUCTION BASIS

This document is covered by a signed "ReproductionRelease (Blanket)" form (on file within the ERIC system), encompassingall or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form.

This document is Federally-funded, or carries itsown permission to reproduce, or is otherwise in the public domain and, therefore,may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document"or "Blanket").

(9/92)